Abstract
This study investigates stress dynamics during various academic activities using electrodermal activity (EDA) measured by the E4 wristband. Data were collected from 28 recordings in an N-of-1 design, with the graduate student instructed to rest 30 to 60 minutes before each session to establish a common baseline. The results indicate that 25 out of 28 recordings exhibited an increasing EDA trend over time, with variations depending on the activity type. Reading academic papers induced a gradual but sustained rise in EDA, with some sessions showing delayed recovery. Notably, reading sessions conducted while experiencing mild fever led to threefold higher EDA values compared to the median. Writing and note-taking tasks caused rapid EDA spikes followed by quick recovery, suggesting an intense but transient stress response. Meetings and assignments were the most stress-inducing, with EDA differences of 3.43μS and 1.09μS, respectively, indicating higher cognitive demands. These findings highlight how different academic tasks modulate physiological stress and suggest that cognitive workload, alongside contextual factors, may influence stress variability. While these initial findings may not be fully generalizable, they provide a foundation for generating hypothesis for future large-scale research on stress patterns in academic settings.
