Electrodermal activity as an indicator of student engagement: a comparative study of traditional and active learning environments

Abstract

Electrodermal Activity (EDA) has emerged as a valuable physiological measure in educational research, providing insights into emotional and cognitive engagement. This study investigates the variation in students’ EDA responses under traditional lecture-based and active learning conditions. Data were collected from eight university students using electrodermal resistance sensors during instruction on the Single Minute Exchange of Die (SMED) methodology. Each participant engaged in both instructional modalities within a controlled environment. The EDA signals were analyzed using statistical techniques including paired t-tests and Mann-Whitney tests. Results indicated that most students exhibited significantly higher EDA levels during active learning sessions, suggesting increased arousal and engagement. However, individual differences, including potential non-responsiveness and gender-based variability, were also observed. These findings underscore the potential of EDA as a real-time, non-invasive tool for assessing instructional effectiveness and student engagement, offering implications for the design of adaptive and student-centered learning environments.