Electrodermal Activity (EDA) Morphologies and Prediction of Engagement with Simple Moving Average Crossover: A Mixed-Method Study.

Electrodermal Activity (EDA), which primarily indicates arousal through sympathetic nervous system activity, serves as a tool to measure constructs like engagement, cognitive load, performance, and stress. Despite its potential, empirical studies have often yielded mixed results and found it of limited use. To better understand EDA, we conducted a mixed-methods study in which quantitative EDA profiles and survey data were investigated using qualitative interviews. This study furnishes an EDA dataset measuring the engagement levels of seven participants who watched three videos for 4-10 min. The subsequent interviews revealed five EDA morphologies with varying short-term signatures and long-term trends. We used this dataset to demonstrate the moving average crossover, a novel metric for EDA analysis, in predicting engagement-disengagement dynamics in such data. Our contributions include the creation of the detailed dataset, comprising EDA profiles annotated with qualitative data, the identification of five distinct EDA morphologies, and the proposition of the moving average crossover as an indicator of the beginning of engagement or disengagement in an individual.

Pupillary response to complex interdependent tasks: A cognitive-load theory perspective.

Pupil dilation is known to indicate cognitive load. In this study, we looked at the average pupillary responses of a cohort of 29 undergraduate students during graphical problem solving. Three questions were asked, based on the same graphical input. The questions were interdependent and comprised multiple steps. We propose a novel way of analyzing pupillometry data for such tasks on the basis of eye fixations, a commonly used eyetracking parameter. We found that pupil diameter increased during the solution process. However, pupil diameter did not always reflect the expected cognitive load. This result was studied within a cognitive-load theory model. Higher-performing students showed evidence of germane load and schema creation, indicating use of the interdependent nature of the tasks to inform their problem-solving process. However, lower-performing students did not recognize the interdependent nature of the tasks and solved each problem independently, which was expressed in a markedly different pupillary response pattern. We discuss the import of our findings for instructional design.

Fixation duration and the learning process: an eye tracking study with subtitled videos.

Learning is a complex phenomenon and education researchers are increasingly focussing on processes that go into it. Eye tracking has become an important tool in such research. In this paper, we focus on one of the most commonly used metrics in eye tracking, namely, fixation duration. Fixation duration has been used to study cognition and attention. However, fixation duration distributions are characteristically non-normal and heavily skewed to the right. Therefore, the use of a single average value, such as the mean fixation duration, to predict cognition and/or attention could be problematic. This is especially true in studies of complex constructs, such as learning, which are governed by both cognitive and affective processes. We collected eye tracking data from 51 students watching a 12 min long educational video with and without subtitles. The learning gain after watching the video was calculated with pre- and post-test scores. Several multiple linear regression models revealed a) fixation duration can explain a substantial fraction of variation in the pre-post data, which indicates its usefulness in the study of learning processes; b) the arithmetic mean of fixation durations, which is the most commonly reported eye tracking metric, may not be the optimal choice; and c) a phenomenological model of fixation durations where the number of fixations over different temporal ranges are used as inputs seemed to perform the best. The results and their implications for learning process research are discussed.