Key result
HR and HRV respond to educational stress but show no consistent link to immediate learning success.
Why the study?
Traditional self-reported measures in health science education often overlook the physiological processes underlying cognitive and emotional responses.
Do physiological markers provide insights into cognitive and emotional dynamics in health science education?
Systematic Review (n=13)
Do physiological markers provide insights into cognitive and emotional dynamics in health science education?
Physiological markers like HR and HRV offer insights into emotional and cognitive dynamics in learning environments but do not directly indicate learning outcomes.
HR/HRV track educational stress responses; leaves open utility for guiding training without direct ties to learning outcomes.
BACKGROUND: Traditional self-reported measures in health science education often overlook the physiological processes underlying cognitive and emotional responses. PURPOSE: This review aims to analyze the frequency, sensitivity, and utility of physiological markers in understanding cognitive and emotional dynamics in learning environments. METHODS: A systematic PubMed search identified 156 records, with 13 studies meeting inclusion criteria. Markers analyzed included heart rate (HR), heart rate variability (HRV), cortisol, alpha-amylase, testosterone, s-IgA, blood pressure, oxygen saturation, and respiratory rate. MAIN FINDINGS: HR and HRV were sensitive to educational stressors. Cortisol and alpha-amylase showed mixed results, while testosterone and s-IgA showed limited utility in directly assessing stress responses. No consistent link was found between any marker and immediate learning success. CONCLUSION: Physiological markers in learning environments can offer valuable insights into emotional and cognitive dynamics but should not be misconstrued as direct indicators of learning outcomes.
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Gellisch et al. (2024) conducted a systematic review in health science education (n=13). Physiological markers was evaluated on Sensitivity and utility of physiological markers in understanding cognitive and emotional dynamics. Physiological markers such as HR and HRV were sensitive to educational stressors across 13 studies, but no consistent link was found between any marker and immediate learning success.
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