Abstract
There is a developing interdisciplinary research field which has been trying to integrate results and expertise from various scientific areas, such as affective computing, pedagogical methodology and psychological appraisal theories, into learning environments. Moreover, anxiety recognition and regulation has attracted the interest of researchers as an important factor in the implementation of advanced learning environments. The present article explores the test anxiety and stress awareness of university students who are attending a science course during examinations. Real-time anxiety awareness as provided by biofeedback during science exams in an academic environment is shown to have a positive effect on the anxiety students experience and on their self-efficacy regarding examinations. Furthermore, the relevant research identifies a significant relationship between the students’ anxiety level and their performance. Finally, the current study indicates that the students’ anxiety awareness as provided by biofeedback is related to their performance, a relationship that is mediated and explained by the students’ anxiety.
Highlights
IntroductionThe successful detection of emotions is a complicated procedure, which encompasses many relevant issues
The successful detection of emotions is a complicated procedure, which encompasses many relevant issues. One such issue is the interpretation of the emotional state changes that occur during a test activity, after taking into account all possible influencing factors [1]
The significance obtained was p = .01 < .05, which indicated that the distribution of the PHCC scores was significantly different across the two categories, due to the completion of the questionnaires before and after the activity
Summary
The successful detection of emotions is a complicated procedure, which encompasses many relevant issues. An interesting study on undergraduate students involving biofeedback sessions showed a reduction of anxiety levels and an improved academic performance In these sessions, the students participated in training activities, such as deep breathing and more, which aimed to provide relaxation [2]. Aritzeta, Soroa, Balluerka, Muela, Corostiaga, and Aliri [2] state that the current research on the topic of biofeedback in relation to university students is very limited and without established results. This suggestion motivated the current study, which focuses on student anxiety awareness by utilizing a biofeedback system applied during university examinations
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