Student engagement, assessed using heart rate, shows no reset following active learning sessions in lectures

Autoři: Diana K. Darnell aff001;  Paul A. Krieg aff001
Působiště autorů: Department of Cellular and Molecular Medicine, University of Arizona College of Medicine, Tucson, Arizona, United States of America aff001
Vyšlo v časopise: PLoS ONE 14(12)
Kategorie: Research Article
prolekare.web.journal.doi_sk: 10.1371/journal.pone.0225709


Heart rate can be used as a measure of cognitive engagement. We measured average student heart rates during medical school lecture classes using wristwatch-style monitors. Analysis of 42 classes showed a steady decline in heart rate from the beginning to end of a lecture class. Active learning sessions (peer-discussion based problem solving) resulted in a significant uptick in heart rate, but this returned to the average level immediately following the active learning period. This is the first statistically robust assessment of changes in heart rate during the course of college lecture classes and indicates that personal heart rate monitors may be useful tools for assessment of different teaching modalities. The key findings suggest that the value of active learning within the classroom resides in the activity itself and not in an increase in engagement or reset in attention during the didactic period following an active learning session.

Klíčová slova:

Heart rate – Human learning – Learning – Lectures – Medical education – Problem solving – Statistical data – Universities


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