气候变化领域集成服务门户(CCPortal): Quantifying student engagement in learning about climate change using galvanic hand sensors in a controlled educational setting

CCPortal

DOI	10.1007/s10584-019-02576-6
	Quantifying student engagement in learning about climate change using galvanic hand sensors in a controlled educational setting
	Morrison A.L.; Rozak S.; Gold A.U.; Kay J.E.
发表日期	2020
ISSN	0165-0009
起始页码	17
结束页码	36
卷号	159 期号:1
英文摘要	Teaching climate change is complex because it requires a system-level understanding of many science disciplines and also because students may have preconceptions about climate change. Previous work shows students learn and retain science content better when they are engaged in the learning process. Active learning strategies engage students in learning science, but the engagement impact of active learning has not yet been assessed in a controlled environment using both biometric and self-reporting tools. Here, we analyze 52 university students’ engagement during several common active learning strategies in a controlled research setting. We collected biometric data from all participants with hand sensors that measured changes in skin conductance as a proxy for engagement. Participants self-reported their engagement as a control. The combined biometric and self-reported data show that skin conductance data matched self-reported engagement, confirming that skin conductance is a robust proxy for engagement. Overall, dialog was the most engaging activity, with engagement levels about 165% above baseline. Non-science majors had higher average engagement than science majors (137% vs. 53% above baseline, respectively). Notably, skin conductance data showed no statistically significant differences based on participants’ political or religious affiliations. In summary, our results demonstrate biometric sensors’ potential to measure and monitor engagement in a learning environment. Relevant for climate education, in-class dialog increases student engagement in learning climate science and is especially effective for non-science majors. © 2019, Springer Nature B.V.
英文关键词	Active learning; Climate change; Geoscience education; Higher education; Student engagement
语种	英语
scopus关键词	Artificial intelligence; Biometrics; Computer aided instruction; Learning systems; Students; Active Learning; Active learning strategies; Controlled environment; Geoscience education; Higher education; Learning environments; Statistically significant difference; Student engagement; Climate change; biometry; climate change; higher education; learning; local participation; participatory approach; perception; quantitative analysis; sensor; skin; strategic approach; student; teaching
来源期刊	Climatic Change
文献类型	期刊论文
条目标识符	http://gcip.llas.ac.cn/handle/2XKMVOVA/147234
作者单位	Department of Atmospheric and Oceanic Sciences, University of Colorado Boulder, 4001 Discovery Drive, Boulder, CO 80303, United States; Cooperative Institute for Research in Environmental Sciences, University of Colorado Boulder, 216 UCB, Boulder, CO 80309, United States; Pikes Peak Community College, 5675 S Academy Blvd, Colorado Springs, CO 80906, United States
推荐引用方式 GB/T 7714	Morrison A.L.,Rozak S.,Gold A.U.,et al. Quantifying student engagement in learning about climate change using galvanic hand sensors in a controlled educational setting[J],2020,159(1).
APA	Morrison A.L.,Rozak S.,Gold A.U.,&Kay J.E..(2020).Quantifying student engagement in learning about climate change using galvanic hand sensors in a controlled educational setting.Climatic Change,159(1).
MLA	Morrison A.L.,et al."Quantifying student engagement in learning about climate change using galvanic hand sensors in a controlled educational setting".Climatic Change 159.1(2020).