Maria Manuela Valladares is supported by a Utah State University Research Catalyst SEED Grant attained from Idalis Villanueva.

对人类受试者的研究程序已经批准了机构审查委员会（IRB），犹他州立大学。应注意的IRB过程由主办机构和考虑有关保护人类受试者应在事前，事中批准，该协议的任何方面的表现之后。根据IRB规定，在数据收集和分析过程中外部各方或企业的参与必须遵循正确的协议去标识与会者信息和保护数据的机密性。 1.参与者和活动，测试的选择<ol><li>选择参加学生在学期或所需的课程内容后3个月的中旬提出由教授削弱了与会者的短期记忆的回忆。 </li><li>排除来自平行这项工作如果汉邦实验室研究任何参与者cipant具有:（1）预先确定的条件（例如，心律不齐。）或代谢紊乱的历史; （二）左撇子或左右手通用的能力（这可以用生理干扰抽样）; （三）心理历史（当前或过去的）或行为或情绪障碍的历史（这可以歪斜从自我报告集合）; （d）就心脏，代谢或认知障碍病史; （五）身体残疾，将防止参与研究的实验课;和（f）创伤性脑损伤。希望是激素研究的一部分女学员有更多的限制，在步骤2.5解释。 </li><li>根据其中包括详细的程序和有关保密的保护限制建立机构审查委员会（IRB）协议招募。 注:如果一个公司将有机会获得数据，（在这种情况下，唾液样本和皮肤电反应数据是从第三方公司收集）确保ñ协议是地方数据的正确处理（例如，时间冷藏），共享（例如，服务器的安全性），并包括一个时间表，破坏数据（例如，数据公布后一年）。在您的应用程序IRB这些准则并遵循正确的准则的要求，你的机构中的IRB组织。 </li><li>选择课程活动，代表的知识和学生需要在执行任务的复杂性。 注:对于此协议，新生工程专业的学生被选中，由于课程内容的难度和复杂性。那些被认为代表这些活动有两种类型，从两种常用的工程检查工程问题的组合:心理割平面测试（MCT）和普渡空间可视化测试（PSVT-R）。 MCT看起来在对应于一个三维物体24的二维切割部而PSVT-R的查找三二对象25的 mensional转动。每一个被用来测试的空间表现和言语记忆这个学生人群26，27。 </li></ol> 2.在此之前的实验室会议<ol><li>前2周实验室会话 - 至少1个主机为志愿者参加的方向。明确从IRB知情同意所有条款。执行使用和嵌合的皮肤电传感器的和适当的数据收集程序为唾液激素集合的一个示范，根据制造商的协议28。解释研究的风险和收益。 </li><li>建立一个日历，参加者可以报名参加，如果参加者的唾液生物标志物片研究的招收，确保早餐前早上在建立倍的皮质醇水平在这个时候一天最低，包括任何披露了招生分配时间（见步骤2.5获取更多信息）。 ñOTE:确保所有的参与者为研究提供至少三个可用时隙。适应参与者随机的方式，以减少偏见，提供更有效的统计结果。 </li><li>通过确保所述传感器带的取向会话期间确保参加者的手腕预适应每个志愿者电偶手腕传感器。输入与会者研究的ID码和由供应商提供，以确保一致性为后续的实验课，如果需要独特的手腕感应条形码。 </li><li>发送提醒的程序和数据收集和前抽样的天预条件限制参与者，根据制造商的协议28。 注:程序和限制的实例可以包括:（a）没有食物，饮食或充满活力的产品，或在白天收集含糖饮料或之前的研究至少1小时; （b）任何用水量数据采集前1小时; （三）无牙BRU李嘉诚或漱口水; （四）没有化学产品 （如手乳液，面霜，chapsticks，香料，染料）中所需的接触区域（如手腕，脸，嘴唇）; （六）没有头发的产品或造型;和（g）没有物理活动 （如快走，骑自行车，跑步，重量）在研究前24小时。 </li><li>对于女性参加，收集10个之间的唾液样本- 12天参加者的月经期的第一天收集唾液中28，尽量减少荷尔蒙的波动。 注:在规定的时间内，如果女性参加者正在服用任何形式的基于激素的治疗​​，如任何避孕药，子宫内避孕器，乳膏剂或喷雾剂（口服，局部，或阴道），舌下和锭剂，贴剂，膜，注射，允许12 - 36小时，从摄入/应用程序的时间，使治疗效果趋于平稳通过。采集唾液样本所需的时间表将由双向变化omarker和公司的唾液试剂盒的规格。皮肤电反应的收集是根据第3.2节女性参与者完成的。男性参加者唾液的收集是根据第3.1.5.1根据第3.2节皮肤电反应完成。 </li></ol> 3.实验室会议日注:以下过程在1的假设下数据采集的推荐顺序呈现 - 2研究人员参与。然而，其中一些这些程序可以并联如果超过2研究者在研究协作运行。 <ol><li> 唾液生物标志物 <ol><li>一份清单，勾勒出研究前在24小时的时间内产生的体力活动（如，体力活动，食品和饮料的消费，使用乳液或基于激素产品）作为制造商的协议28说明参与者提供（请参阅步骤2.4和2.5）。 注意:如果参与者已经从清单进行的任何或所有活动，重新分配的参与者，以满足新的一天。如果耗水量不能满足，唯一的限制，要求参与者保持延长的时间在学习，让合适的时间，按厂家的指导方针，通过（约1小时）收集唾液发生之前。 </li><li>要求参与者填写了唾液检测试剂盒28所提供的健康信息清单。确保所有唾液瓶都是预先标记和前后实验室课程后时间标记。 注:唾液皮质醇有大约20分钟19,20反应性，因此，吐收集程序应在此期限内完成。根据步骤3.1.5和制造商的指南28按照吐收集程序。 </li><li>保持健康的信息核对表的副本和运输信息以供将来保存记录，跟踪，一个ð进一步分析。一定要按照IRB协议和程序的清单物品储存过程中。完成实验室活动，人员和收集瓶每个参与者的时间表。 </li><li>确保所有参与者和研究者处理唾液样本都戴着手套，无菌操作在任何时候，以尽量减少交叉污染。 </li><li>当收集吐，指导参与者吐痰小瓶中，尽量减少泡沫形成，可能会影响结果的准确性之前，口水汇集在参与者的嘴唇的一角，根据制造商的说明28。 <ol><li>指示参与者未触摸与会者的嘴唇或手指，因为这会带来污染的样品小瓶的尖端（吐小瓶方法）。为了鼓励唾液的生产，建议参与者闻到柑橘类水果，如柠檬或头部向前倾斜，加快形成唾液。 </li></ol></li><li>存储所有收集唾液样本-20℃下长达7天，如果不会立即出现这些样本进行分析。再存储（最多30天）将需要的样本被保存在-80℃。 </li><li>船舶冷冻样品给第三方公司，有一个包含干冰准备一个密封的泡沫箱和医疗信息表由参与者预填的气密密封复印件。确保参与者将他们的独特研究ID码在片材防止私人信息的识别符部分被发送到公司。 </li><li>准备就绪后，运送小瓶的公司为唾液简介1生物标志物的分析:睾酮，孕酮，脱氢表雄酮，皮质醇和雌二醇。生物标志物的分析是根据已建立的方案28由生产商进行。在免疫测定板器将样品并读取样品的光密度在450nm的波长。 注:所有的生物标志物需要一个坚实的-PH日月光，竞争酶联免疫。共轭生物标记的固定竞争结合位点与对应于每个生物标记的抗体。温育后，未结合的成分被洗去和酶底物溶液中加入，形成彩色代表给生物标志物。例如，孕激素开始兰色并在反应用酶变成黄色。 </li></ol></li><li> 皮肤电反应 <ol><li>用预先包装的无菌70％的酒精擦拭或含少量的70％的异丙醇从现有参与者除去残渣中的无菌纱布擦拭皮肤电传感器。之前，每一个数据采集时段或参与者，以先到者为准后清洁设备。 </li><li>研究会议召开前一个小时，提醒参与者清洗和擦干双手。 注:与皮肤电反应组合唾液样本的采集将需要收集的时间点s被认为。 10分钟，如步骤3.2.6描述 - 例如，皮质醇唾液收集应20分钟（步骤3.1.2）内，而皮肤电传感器需要被装配并用5校准的收集。 </li><li>安装皮肤电反应传感器之前放置在参与者的非主导写作手腕新的或干净的运动手腕带。让参与者佩戴腕带1小时收集数据之前。 注:运动手腕带应根据唯一腕ID，以避免参与者之间的交叉污染预标记</li><li> 1小时后，取出运动手腕带，然后将皮电传感器。确保皮肤电传感器接触手腕的正中神经，确保脉搏和心脏率妥善收藏。凝聚带一起在传感器，以确保在手腕上的紧密配合。 </li><li>按皮电传感器指示灯。等到指示灯由红色变为绿色白色;一个WHITE颜色表示开始了数据采集。 </li><li>请参与者佩戴手腕电流传感器的一段时间内 - 从非主导手腕无形体动作来校准和收集基线数据补品（5 10分钟）。 注意:当皮肤电反应数据趋于平稳，无尖峰或噪音较长可见基线数据会被发现。制造商使用指定的帐户检查制造商的软件。打开一个会话，并验证数据正在收集29。 </li><li>启动包含代表性和时间标记问题集每节1.5中所述的考试活动的幻灯片演示。请参与者完成每个滑动，以允许收集的GSR数据和事件之间的时间戳进行比较之后，将次记录。 </li><li>定期检查皮肤电感应灯是白色的，并确认正在收集数据。 注:的采样率在这项工作中提出的传感器是基于制造商的规格和功能（使用1100毫安的低电流8赫兹的速度）通过皮肤电活动（EDA）.Galvanic响应报道微西门子（μS）补不如食补（基线反应考试事件或自报/面试问题）和相位（急性，立即响应考试事件或自报/面试问题，超过一定μS阈值）。 </li><li>在会议期间有方便的更换电池和传感器，以防数据收集问题发生。在会议结束时，按指示灯，直到它被关闭。小心地取下手腕上的传感器，并用酒精擦拭。 </li><li>检索来自制造商的软件29的数据。登录到帐户，点击会话。选择研究的日期，然后单击下载选项卡。在.csv文件，容易使用下载的数据。 </li><li>在研究中的事件的轨道时间表。下载数据手腕上的传感器软件会话。下载数据作为UNIX纪元的时间，这是经过1970年1月1日（不包括闰秒）的秒数。转换UNIX时间为GMT时区，如果时限需要在使用开放源码时间戳变换器30中的数据，以进行跟踪。要转换这个时候，简单地转换的时候使用这种转换（1年=365.24天= 31556926秒）的数据表。 </li><li>检索手腕传感器软件会话皮肤电数据。点击任何所需的会话视图。由研究者的一段时间内呈现数据实时或选择。 </li></ol></li><li> 自我报告的调查和情感咨询 <ol><li>前后滑动，提供了一个前置和后置survey.During第二个收集点（考试结束），收集唾液最终样品，然后提供自我报告的同时收集数据EDA。记录所有时间点。 备注:本研究采用改性的在情感规模IED主题由布劳顿和他的同事开发了31。 </li><li>虽然穿着皮电传感器，请问平行的自我报告与会者提问。 注意:请记住，时间表需要，如果你正在收集唾液样本，如步骤3.1.2和3.3.3表示要考虑。 </li><li>如可能的话，记录为GSR数据的交叉检查和其与在实验室笔记本自我报告响应的时序校准的日期和时间。此外，包括幻灯片演示文稿解释给与会者每张幻灯片后，完成需要的指令，以使与GSR数据定时事件的交叉比对后标注时间的说明。 </li><li>确保计算机基于软件具有一致的指令，并且每张幻灯片清楚地标示。如果需要为研究按键设置，表明应该在每一张幻灯片被按下的键击幻灯片说明。 </li></ol></li><li> 总结活动 <ol><li>收集所有的信息后，取下手腕上的传感器和以相反的顺序步骤3.2.5关闭传感器数据。引导学员到指定的客房提供食品，饮料，饮料，并为未来的货币补偿为参与研究提供收据（如果它是在IRB同意书上注明）。 </li><li>后续感激的参与一份电子邮件通知的活动，包括与参加者讨论的结果可用时隙。 </li></ol></li></ol>

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Monitoring the Autonomic Nervous System, Empatica Available from: <a target="_blank" href="https://www.empatica.com/science#electro-dermal-activity">https://www.empatica.com/science#electro-dermal-activity</a> (2014)</li><li>. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=.">.</a> Unix Timestamp Conversion Tools. , (2014).</li><li>Broughton, S. H., Sinatra, G. M., Nussbaum, E. M. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term="Pluto+has+been+a+planet+my+whole+life!"+Emotions,+attitudes,+and+conceptual+change+in+elementary+students+learning+about+Pluto's+reclassification.">"Pluto has been a planet my whole life!" Emotions, attitudes, and conceptual change in elementary students learning about Pluto's reclassification.</a> Res. Sci. Ed. 43 (2), 529-550 (2013).</li><li>Wolkowitz, O. M., Rothschild, A. 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Beh. 53 (4), 503-508 (2008).</li><li>Stangl, B., Hirshman, E., Verbalis, J. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Administration+of+dehydroepiandrosterone+(DHEA)+enhances+visual-spatial+performance+in+post-menopausal+women.">Administration of dehydroepiandrosterone (DHEA) enhances visual-spatial performance in post-menopausal women.</a> Beh. Neurosci. 125 (5), 742-752 (2011).</li><li>Hromatko, I., Tadinac, M. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Testosterone+levels+influence+spatial+ability:+further+evidence+for+curvilinear+relationship.">Testosterone levels influence spatial ability: further evidence for curvilinear relationship.</a> Rev. of Psychol. 13 (1), 27-34 (2007).</li><li>Villanueva, I., Goodridge, W. H., Wan, N. J. A., Valladares, M. M., Robinson, B. 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None of the authors have competing interests or conflicting interests.

本协议描述的整合自我报告的调查和查询，唾液生物标志物和皮肤电反应的研究实验室会议期间课堂活动的个体差异。该协议有寻求找出学习成绩情绪，情绪调节和情感反应，以不同的活动在教学环境，特别是在评估期间的研究人员很多优点（例如，考试）。而传统上，自我报告和学术成绩已被用来了解学生如何发展在课堂上和/或参与到课程的能力，我们的方法能更全面地在学术活动代表...

在学术成果的情感领域，研究表明，学生的理解"的动机能预测学生的表现，成就和职业生涯规划1。学生的能力，以"应对情感"，以具有挑战性的课程任务2是举足轻重的学生的专业发展。然而，更接近与学业成就的情绪实时响应，充分开发3-6。当使用唾液生物标志物代表的课堂情况 （例如，应试），皮肤电反应和自我报告的调查提出了本文介绍的协议，研究如何开拓更接近实时从学生的反应（例如，生理反应）和采访。虽然工作不会寻求建立这些唾液生物标志物，皮肤电反应和自我报告之间的连接，今后的工作将致力于进一步探索的基本机制每个响应相关联。 在课堂学习成绩情绪自我报告可以用来评估情感，认知，动机，生理和代表人类思想行为的组成部分。由于其成本低廉，易于传播和可追溯性，自我报告的调查课堂设置 7高度使用。然而，这些具有一些缺点。例如，自我报告仅限于有意识的头脑8的表示，这可以改变个人代表自己的方式。此外，语言和语义的自我报告可能会以不同的文化和个人7之间理解的;其含义可以随时间改变或者代表东西的该参与者参与8的情况的光不同。此外，自报学术环境可以是多方面的，千变万化的，依赖于内存，社会期望和个人信仰79-11。例如，参加者的期望和动机"有关教授的信念"会影响学生如何应对，并在课堂活动7，9-11执行。由于需要根据更接近实时响应这样的，互补的方法使用自我报告时减少采样偏见和主观性。这项工作将补充唾液生物标志物和皮肤电反应的自我报告，以更好地了解学生的课堂活动较近的实时响应。 唾液生物标志物的取样理解到可以影响认知能力9各种紧张的个体反应的生理基础，已成为流行。认知心理发展是由许多物种，包括人类荷尔蒙7,12影响。在开发过程中的敏感时期，激素能够在脑的组织作出的变化，其可具有长最后ING对行为的影响8。认知的不同方面，例如，可以通过激素期间个体的发展的不同时期影响。空间能力，其研究表明，包括性别差异13-17，适度雄激素增强（例如，脱氢-脱氢表雄酮，雄激素）在胎儿发育，然后再整个成年期18。相反，语言能力已与增强雌激素（如，雌二醇）和孕酮18。如皮质醇压力的生理标志物，下丘脑-垂体-肾上腺轴被发现在人类12-16，19-21。当的情况下被认为是无法控制的，皮质醇水平升高19，并可能导致在个体的不同反应。最近的工作已经开始使用激素来研究学术成果的情绪，虽然在这一点上是非常有限的20,22。 （即，高应力，认知负荷或强烈的情绪反应），导致更多的汗腺分泌比低激活状态（ 即 ，厌倦，低认知负荷）。如汗液分泌波动，皮肤的电导率变化。因此，GSR被广泛认为是用于定量应力水平或认知负荷的代理。 GSR通常是由含电极乐队所有与手，腕，或脚接触，并且最近测量教室设置22,23使用，由于其成本低，可行性比较可用的神经影像学技术7。与唾液生物标志物皮肤电反应的组合将允许对学生对课堂活动接近实时的更全面的评估。 这里讨论该协议将有助于结合教育和生理技术，建立了一种方法来教育研究者了解学生的表现和应对课堂活动（例如，考试）。虽然工作不会着重了解情绪和生理和生物结构之间的基本连接，这协议是一个起点，帮助研究人员在该方向移动。该协议将涵盖方法考试活动期间测量唾液生物标志物和皮肤电反应和比较免受自我报告中获得的信息ð采访。对于这项工作，工程考试，学生被选中，由于纪律1,6和概念的困难和复杂性，这可能点燃参与者认知和情绪反应。

<table><tbody><tr><td>Salivary Kit</td><td>ZRT Laboratories</td><td>Female/Male Saliva Profile I&amp;nbsp;&amp;nbsp;</td><td>An account needs to be created with the company before sending samples; diurnal samples are recommended for this protocol</td></tr><tr><td>Galvanic Skin Response Wrist Sensor and Band</td><td>Empatica, Inc.</td><td>E3P.v4</td><td>M/L fits for the majority of the population although you may need to purchase a smaller size for thin wrists</td></tr><tr><td>E-Prime Software</td><td>Psychology Software Tools</td><td>E-Prime 2.0 Professional</td><td>Consider time stamping separately from software</td></tr></tbody></table>

use of galvanic skin responses, salivary biomarkers, and self-reports to assess undergraduate student performance during a laboratory exam activity

通常情况下，自我报告在教育研究用来评估学生的反应和性能提高到了课堂活动。然而，另外的生物和生理的措施，例如唾液生物标志物和皮肤电反应很少包括，限制了可以得到更好的了解学生成绩的丰富信息。一个实验室的协议，以学习本科学生的课堂事件 （如考试）提出的反应。参与者被要求来完成他们的学位有代表性的考试。前后实验室考试会话，学生完成了学业情绪自我报告，并接受记者采访时说并联这些问题时，参加者穿着一件皮电传感器和收集唾液生物标志物。相比于自我报告时，从三个方法收集的数据产生了大约学生成绩信息的更大的深度。这项工作可以扩大教育通过获得接近实时的学生对考试活动的更全面的方法，人的研究能力。

此部分示出了可以从每个度量中获得的结果的代表性例子，包括自我报告。附图的目的是为了从一教室事件获得的信息的更大的光谱呈现的增加措施，诸如唾液的生物标志物（图1）和皮肤电反应（ 图2），以自我报告（图3）的效用（例如，考试）。为与特定措施自我报告（例如，皮肤电反应）三角测量，附加的技术如访...

Watch this Scientific Journal Video about Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity at JoVE.co

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

Research on undergraduate students' academic achievement emotions have primarily relied on self-reports in laboratory settings. Studies rarely include bio-physiological measures to these self-reports. This protocol will describe a methodology that integrates self-reports with and bio-physiological measures to assess student response and performance during a laboratory examination activity.

皮肤电反应，唾液生物标志物和自我报告的用来评估本科生性能在一个实验室考试活动

Typically, self-reports are used in educational research to assess student response and performance to a classroom activity. Yet, addition of biological ...

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Universidad de Cartagena UDEC

Research

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Behavior

9.3K 次观看.  Utah State University. Research on undergraduate students' academic achievement emotions have primarily relied on self-reports in laboratory settings. Studies rarely include bio-physiological measures to these self-reports. This protocol will describe a methodology that integrates self-reports with and bio-physiological measures to assess student response and performance during a laboratory examination activity.

视频: Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective

In a recent theoretical synthesis on the concept of engagement, Fredricks, Blumenfeld and Paris1 defined engagement by its multiple dimensions: behavioral, emotional and cognitive. They observed that individual types of engagement had not been studied in conjunction, and little information was available about interactions or synergy between the dimensions; consequently, more studies would contribute to creating finely tuned teaching interventions. Benefiting from the recent technological advances in neurosciences, this paper presents a recently developed methodology to gather and synchronize data on multidimensional engagement during learning tasks. The technique involves the collection of (a) electroencephalography, (b) electrodermal, (c) eye-tracking, and (d) facial emotion recognition data on four different computers. This led to synchronization issues for data collected from multiple sources. Post synchronization in specialized integration software gives researchers a better understanding of the dynamics between the multiple dimensions of engagement. For curriculum developers, these data could provide informed guidelines for achieving better instruction/learning efficiency. This technique also opens up possibilities in the field of brain-computer interactions, where adaptive learning or assessment environments could be developed.

This paper aims to describe the techniques involved in the collection and synchronization of the multiple dimensions (behavioral, affective and cognitive) of learners&#8217; engagement during a task.

评估参与的多维度来表征学习:神经生理学角度

In a recent theoretical synthesis on the concept of engagement, Fredricks, Blumenfeld and Paris1 defined engagement by its multiple dimensions: ...

科研

行为学

A Community-based Stress Management Program: Using Wearable Devices to Assess Whole Body Physiological Responses in Non-laboratory Settings

A pragmatic breath-based intervention to benefit human performance and stress management is timely and valuable to individuals seeking holistic approaches for emotional regulation and optimizing compensatory reserve mechanisms. This protocol is designed to not only teach mind-body awareness but also to provide feedback utilizing physiological data and survey results. The primary findings of this study showed that heart coherence and alpha variables were significantly correlated after four weeks of the breath-based meditation stress protocol. Meditation and rhythmic breathing produced significant increases in alpha brain activity. These brain physiological responses conformed to the Pleth Variability Index (PVI) changes, suggesting the ability of the human body to enter into a meditative state and effectively manage stress. When assessed after four weeks of daily practicing the techniques employed in the stress management protocol, based on the Five Facet Mindfulness Questionnaire, subjects improved in applying mindfulness skills. The overall mindfulness score, Pleth variability index (PVI), and perfusion index (PI) increased after the 4-week intervention period. Results from electroencephalography (brain waves) were consistent with a meditative state during the post-study follow-up session. This provides evidence that wearable devices are feasible for data collection during a breath-based stress management intervention. This protocol can be easily and efficiently implemented into any study design in which physiological data are desired in a non-laboratory-based setting.

Stress is an unavoidable and persistent component of life and holistic approaches for its management are being considered. A standardized methodology was created to demonstrate the feasibility of a breath-based stress management protocol that can be used with commercially available portable technology.

基于社区的压力管理计划: 在非实验室环境中使用可穿戴设备评估全身生理反应

A pragmatic breath-based intervention to benefit human performance and stress management is timely and valuable to individuals seeking holistic approaches ...

Evaluation of Commercial-Off-The-Shelf Wrist Wearables to Estimate Stress on Students

Wearable commercial-off-the-shelf (COTS) devices have become popular during the last years to monitor sports activities, primarily among young people. These devices include sensors to gather data on physiological signals such as heart rate, skin temperature or galvanic skin response. By applying data analytics techniques to these kinds of signals, it is possible to obtain estimations of higher-level aspects of human behavior. In the literature, there are several works describing the use of physiological data collected using clinical devices to obtain information on sleep patterns or stress. However, it is still an open question whether data captured using COTS wrist wearables is sufficient to characterize the learners' psychological state in educational settings. This paper discusses a protocol to evaluate stress estimation from data obtained using COTS wrist wearables. The protocol is carried out in two phases. The first stage consists of a controlled laboratory experiment, where a mobile app is used to induce different stress levels in a student by means of a relaxing video, a Stroop Color and Word test, a Paced Auditory Serial Addition test, and a hyperventilation test. The second phase is carried out in the classroom, where stress is analyzed while performing several academic activities, namely attending to theoretical lectures, doing exercises and other individual activities, and taking short tests and exams. In both cases, both quantitative data obtained from COTS wrist wearables and qualitative data gathered by means of questionnaires are considered. This protocol involves a simple and consistent method with a stress induction app and questionnaires, requiring a limited participation of support staff.

A protocol to evaluate solutions based on commercial-off-the-shelf (COTS) wrist wearables to estimate stress in students is proposed. The protocol is carried out in two phases, an initial laboratory-based stress induction test, and a monitoring stage taking place in the classroom while the student is performing academic activities.

商业现成腕 "服饰" 评估学生压力的评价

Wearable commercial-off-the-shelf (COTS) devices have become popular during the last years to monitor sports activities, primarily among young people. ...

工程学

Measuring Biophysical and Psychological Stress Levels Following Visitation to Three Locations with Differing Levels of Nature

Visitation to natural environments has been linked to psychological stress reduction. Although most stress-related research has relied on self-report formats, a growing number of studies now incorporate biological stress-related hormones and catalysts, such as cortisol and &#945;-amylase, to measure levels of stress. Presented here is a protocol to examine the effects on levels of biophysical and psychological stress following visitation to three different locations with differing levels of nature. Biophysical and self-reported psychological stress levels are measured immediately upon entering the selected locations and just prior to the visitors leaving the site. Using a &#34;drool&#34;&#160;method, the biophysical measure consists of 1-2 mL samples of saliva provided by study subjects upon entry to one of three study locations. As prescribed by extant literature, the saliva is collected within a 45 minute time frame following the end of the visitor&#8217;s engagement at the location. Following saliva collection, the samples are labeled and transported to a biological lab. Cortisol is the biophysical variable of interest in this study and measured using an ELISA process with a TECAN plate reader. To measure self-reported stress, the Perceived Stress Questionnaire (PSQ), which reports levels of worry, tension, joy, and perceived demands. Data are collected at all three sites in the late afternoon through early evening. When compared across all three settings, stress levels, as measured by both the biological markers and self-reports, are significantly lower after visitation to the most natural setting.

The purpose of this paper is to identify changes in stress levels after visitation to three different settings and to describe the methods used in identifying stress levels based on measures of salivary cortisol, &#945;-amylase, and a psychological self-report instrument.&#160;

测量对三个自然水平不同的地点进行访问后的生物物理和心理压力水平

Visitation to natural environments has been linked to psychological stress reduction. Although most stress-related research has relied on self-report ...

Collecting Saliva and Measuring Salivary Cortisol and Alpha-amylase in Frail Community Residing Older Adults via Family Caregivers

Salivary measures have emerged in bio-behavioral research that are easy-to-collect, minimally invasive, and relatively inexpensive biologic markers of stress. This article we present the steps for collection and analysis of two salivary assays in research with frail, community residing older adults-salivary cortisol and salivary alpha amylase. The field of salivary bioscience is rapidly advancing and the purpose of this presentation is to provide an update on the developments for investigators interested in integrating these measures into research on aging. Strategies are presented for instructing family caregivers in collecting saliva in the home, and for conducting laboratory analyses of salivary analytes that have demonstrated feasibility, high compliance, and yield quality specimens. The protocol for sample collection includes: (1) consistent use of collection materials; (2) standardized methods that promote adherence and minimize subject burden; and (3) procedures for controlling certain confounding agents. We also provide strategies for laboratory analyses include: (1) saliva handling and processing; (2) salivary cortisol and salivary alpha amylase assay procedures; and (3) analytic considerations.

We demonstrate: (1) procedures for collection of salivary samples in cognitive impaired older adults by family caregivers in the home setting, (2) procedures for measuring stress activity via salivary cortisol and alpha amylase, and (3) representative profiles. Protocols that allow researchers to study stress-linked processes advance our understanding of biological sensitivity and susceptibility.

Salivary measures have emerged in bio-behavioral research  that are easy-to-collect, minimally invasive, and relatively inexpensive  biologic markers of ...

医学

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences

Over the past ten years, research into students&#39; emotions in educational environments has increased. Although researchers have called for more studies that rely on objective measures of emotional experience, limitations on utilizing multi-modal data sources exist. Studies of emotion and emotional regulation in classrooms traditionally rely on survey instruments, experience-sampling, artifacts, interviews, or observational procedures. These methods, while valuable, are mainly&#160;dependent on participant or observer subjectivity and is limited in its authentic measurement of students&#39; real-time performance to a classroom activity or task. The latter, in particular, poses a stumbling block to many scholars seeking to objectively measure emotions and other related measures in the classroom, in real-time.
The purpose of this work is to present a protocol to experimentally study students&#39; real-time responses to exam experiences during an authentic assessment situation. For this, a team of educational psychologists, engineers, and engineering education researchers designed an experimental protocol that retained the limits required for accurate physiological sensor measurement, best-practices of salivary collection, and an authentic testing environment. In particular, existing studies that rely on physiological sensors are conducted in experimental environments that are disconnected from educational settings (e.g., Trier Stress Test), detached in time (e.g., before or after a task), or introduce analysis error (e.g., use of sensors in environments where students are likely to move). This limits our understanding of students&#39; real-time responses to classroom activities and tasks. Furthermore, recent research has called for more considerations to be covered around issues of recruitment, replicability, validity, setups, data cleaning, preliminary analysis, and particular&#160;circumstances (e.g., adding a variable in the experimental design) in academic emotions research that relies on multi-modal approaches.

An experimental design was developed to investigate the real-time influences of an examination experience to assess the emotional realities students experience in higher education settings and tasks. This design is the result of a cross-disciplinary (e.g., educational psychology, biology, physiology, engineering) and multi-modal (e.g., salivary markers, surveys, electrodermal sensor) approach.

用于研究近实时真实考试体验的跨学科、多模式实验设计

Over the past ten years, research into students&#39; emotions in educational environments has increased. Although researchers have called for more studies ...

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Learning disabilities (LDs) encompass disorders of those who have difficulty learning and using academic skills, exhibiting performance below expectations for their chronological age in the areas of reading, writing, and/or mathematics. Each of the disorders making up the LDs involve different deficits; however, some commonalities can be found within that heterogeneity, such in terms of learning self-regulation and metacognition. Unlike in early ages and later educational levels, there are hardly any evidence-based evaluation protocols for adults with LDs. LDs influence academic performance but also have serious consequences in professional, social, and family contexts. In response to this, the current work proposes a multimodal evaluation protocol focused on metacognitive, self-regulation of learning, and emotional processes, which make up the basis of the difficulties in adults with LDs. The assessment is carried out through analysis of the on-line learning process using a variety methods, techniques, and sensors (e.g., eye tracking, facial expressions of emotion, physiological responses, concurrent verbalizations, log files, screen recordings of human-machine interactions) and off-line methods (e.g., questionnaires, interviews, and self-report measures). This theoretically-driven and empirically-based guideline aims to provide an accurate assessment of LDs in adulthood in order to design effective prevention and intervention proposals.

The current work proposes a multimodal evaluation protocol focused on metacognitive, self-regulation of learning, and emotional processes, which make up the basis of the difficulties in adults with LDs.

评估学习困难成人元认知和自我调节的多式联运协议

Learning disabilities (LDs) encompass disorders of those who have difficulty learning and using academic skills, exhibiting performance below expectations ...

Measuring Engagement of Spectators of Social Digital Games

The goal of this methodology is to assess explicit and implicit measures of engagement of spectators during social digital games in a group of participants with motion tracking systems. In the context of games that are not confined within a screen, measuring the different dimensions of engagement such as physiological arousal can be challenging. The focus of the study is made on the spectators of the game and the differences in their engagement according to interactivity. Engagement is measured with physiological and self-reported arousal, as well as an engagement questionnaire at the end of the experiment. Physiological arousal is measured with electrodermal activity (EDA) sensors that record the data on a portable device (EDA box). Portability was essential because of the nature of the game, which is akin to a life-size pong and includes many participants that move. To have an overview of the events of the game, three cameras are used to film three angles of the playing field. To synchronize the EDA data with events happening in the game, boxes with digital numbers are used and put in the frames of cameras. Signals are sent from a sync box simultaneously to the EDA boxes and to light boxes. The light boxes show the synchronization numbers to the cameras, and the same numbers are also logged on the EDA data file. That way, it is possible to record EDA of many people that move freely in a large space and synchronize this data with events in the game. In our particular study, we were able to assess the differences in arousal for the different conditions of interactivity. One of the limitations of this method is that the signals cannot be sent farther than 20 meters away. This method is, therefore, appropriate for recording physiological data in games with an unlimited number of players but is restricted to a limited space.

We propose a methodology that enables measuring engagement of spectators in a social digital game combining physiological and self-reported data. As this digital game involves a group of freely moving people, the experience is filmed using a synchronizing technique that links physiological data with events in the game.

衡量社交数字游戏观众的参与度

The goal of this methodology is to assess explicit and implicit measures of engagement of spectators during social digital games in a group of ...

<meta charset="utf8"></head><body>实施 Gibson Assembly 以增强分子生物学教育和技能

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience

The continuous advancement of molecular biology techniques requires that molecular biology curricula are&#160;regularly refined to effectively prepare students to enter the workforce with modern competencies. In particular, the emergence of Gibson Assembly, a highly customizable and adaptive molecular cloning technique, has advanced the landscape of molecular cloning in numerous research environments. Thus, we created a Gibson Assembly cloning module for deployment in a molecular biology laboratory course at California Polytechnic State University, San Luis Obispo and evaluated student learning outcomes from the module. Over three iterations of the course, students participated in an experiment-based independent project that involved cloning three unique plasmid libraries to support research projects in natural products biosynthesis. Students were given pre- and post-questionnaires to evaluate their understanding of molecular cloning and their confidence in molecular biology terms and techniques. Students&#8217; responses showed a significant increase in both learning molecular cloning concepts and in self-reported confidence with molecular cloning terms and techniques. This module framework can be generalized to teach Gibson Assembly for various applications, providing instructors with a toolkit for teaching an adaptable and emergent cloning technology while advancing their research projects.

<meta charset="utf8"></head><body>通过适应性强的分子克隆课程本科生研究体验提高学生成绩

An adaptable Gibson Assembly molecular cloning module was employed in a course-based undergraduate research experience (CURE) format for molecular biology laboratory course students. Assessment of student learning outcomes showed improved understanding and confidence in molecular cloning after completion of the CURE, and novel plasmids were cloned for natural product biosynthesis research.&#160;&#160;

通过适应性强的分子克隆课程本科生研究体验提高学生成绩

The continuous advancement of molecular biology techniques requires that molecular biology curricula are&#160;regularly refined to effectively prepare ...

皮肤电反应，唾液生物标志物和自我报告的用来评估本科生性能在一个实验室考试活动

摘要

探索更多视频

评估参与的多维度来表征学习:神经生理学角度

基于社区的压力管理计划: 在非实验室环境中使用可穿戴设备评估全身生理反应

商业现成腕 "服饰" 评估学生压力的评价

测量对三个自然水平不同的地点进行访问后的生物物理和心理压力水平

Collecting Saliva and Measuring Salivary Cortisol and Alpha-amylase in Frail Community Residing Older Adults via Family Caregivers

用于研究近实时真实考试体验的跨学科、多模式实验设计

评估学习困难成人元认知和自我调节的多式联运协议

衡量社交数字游戏观众的参与度

通过适应性强的分子克隆课程本科生研究体验提高学生成绩

通过适应性强的分子克隆课程本科生研究体验提高学生成绩