Collaborative Learning Quality Classification Through Physiological Synchrony Recorded by Wearable Biosensors

Interpersonal physiological synchrony has been consistently found during collaborative tasks. However, few studies have applied to predict learning quality in real classroom. To explore the relationship between interpersonal and activities, this study collected electrodermal activity (EDA) heart rate (HR) naturalistic class sessions compared independent task group discussion task. The students were recruited from a renowned university China. Since each student learn differently not everyone prefers learning, participants sorted into collaboration dyads based on their behaviors before data analysis. result showed that, discussions, high pairs produced significantly higher than low ( p = 0.010). Given equivalent engagement level tasks, difference of was triggered by quality. Building upon result, classification analysis conducted, indicating that EDA can identify different levels (AUC 0.767 0.015).