Use of heart rate monitors to assess student engagement in lecture (721.25)

Abstract

Some years ago, Bligh carried out a series of classroom lecture studies showing that student heart rates decreased over the course of a 50‐minute lecture (Bligh 1972, 1998, 2000). The decline in heart rate was interpreted as a measure of decreasing arousal, which is one component of engagement. In addition, Bligh reported a single event where a question from a student resulted in elevation of heart rate in observers. It appears that these studies are unique in using a physiological readout as a measure of student engagement or attention in the classroom. We plan to repeat and extend this study using current technology in interactive lecture, allowing more students to participate, more data to be collected, and additional analysis of the impact of interruptions and activities.We propose that lightweight heart rate monitors with wireless connectivity (Mio Alpha; resembling fat wrist watches), may be used to measure student engagement in the classroom setting. In preliminary studies using seven monitors worn by medical student volunteers, we have replicated Bligh's observations and observed, 1) a decrease in average heart rate between across a 50‐minute lecture class, and 2) a temporary increase in heart rate in response to student questions. In addition, we have observed that brief pair‐share sessions (an interactive learning method) resulted in elevated average heart rate. Results will be presented from analysis of heart rate data from more than 20 lecture classes. The long‐term objective is to use heart rate to assess the relative effectiveness of different interactive and non‐interactive teaching methods to increase student engagement.Bligh DA. What’s the Use of Lectures? Jossey‐Bass Publishers, SF (2000). Or Intellect Books (1998). Originally published in 1972.Grant Funding Source: Supported by UA AMES Education grant