Abstract
Biometric heart-rate information is increasingly proliferating through simple wearable technology. However, this technology presents a need for contextual information to guide interpreting physiological responses in lower and higher levels of cognitive abilities. In this paper, the author introduces HeartBit, a sensor-based intervention used for non-obtrusive heart-rate observation of elementary age children within the creative and critical thinking contexts. The author describes the Sandbox as single-session workshop with individual children, the development of HeartBit, and results from Sandboxes with 35 K-1 students (ages 6 and 7). Findings reveal how children's in-situ levels of creativity and critical thinking were observed through an interplay of system design, heart-rate monitoring, and Bloom's Taxonomy educational learning objectives, and how this differed between the individual children.
Published Version
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