Systematic Review of the Teaching-Learning Process Studies Using Physiological Psychological Indices or Body Movement Measurements

Abstract

We conducted a systematic review of Japanese and foreign studies on the teaching-learning process using physiological psychological indices and body movement measurements to present an exhaustive review of how these indices and measurement results have been treated as reflecting cognitive process or affective responses. The results were as follows. (1) Visuomotor indices were used to identify the teacher's or learner's attention. (2) Visuomotor and brain activity indices were applied to clarify task processing. (3) Cardiovascular and brain activity indices and their combinations were utilized to measure the mental workload during the task. (4) Acceleration and frequency of body movements were applied to capture on-task behavior and learners' interaction. It was also discussed that utilizing combinations of such indices should contribute to developing teaching-learning process researches with taking advantage of physiological-psychological or body movement measurements.