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Author ORCID Identifier

Qian Dong: https://orcid.org/0000-0003-1981-8024

Abstract

The pivotal role of emotions in education is universally recognized, leading to a surge of interest in emotion recognition. Wearable devices that collect real-time and nuanced subjective physiological data make it possible to delve into the intricate emotional dynamics in education. Nevertheless, there is a dearth of research exploring its potential role in tracking the emotional shifts among students of varying levels in response to specific pedagogical strategies in face-to-face chess classroom. By analyzing both objective GSR and HR data from wearable devices and subjective data from students and teachers in chess classrooms, students at different levels had experienced distinct emotions for the same pedagogical actions. Consequently, teachers should pay more attention to grasping the teaching content of students at different levels, adjusting the difficulty of challenges accordingly, and employing brackets and prompts at appropriate times for challenging assignments. These insights not only demonstrate the feasibility of data analysis model of wearable devices but also serve as a springboard for inquiries aimed at elucidating the mechanisms and motivations behind students’ fluctuations in response to more specific pedagogical actions in education.

First Page

10

Last Page

29

Ethics Approval

Yes

Declaration Statement

Ethical Approval: All procedures performed in the study were following the ethical standards of the Research Ethics Review Committee.

Consent Informed: Consent was obtained from all students included in the study. Data was reported anonymously in the study.

Conflict of Interest: The authors declare that there are no conflicts of interest in this work.

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