Table 4.
Empirical Aspects Per Included Study.
| Ref. | Interaction EDA— Learning Outcomes |
Unimodal | Multimodal | |||
|---|---|---|---|---|---|---|
| Interaction EDA— Learning Process |
Experiential | Behavioral | Other | Multimodal Results | ||
| [52] | Differences before and after pass and fail events | Multimodal | - | - | Heart rate | Correlation between heart rate and SCR |
| [53] | - | Increasing EDA during learning | - | - | Heart rate, EEG | No results |
| [54] | - | Variations in EDA during segments of learning | Self-report anxiety | - | EEG | Correlation between EDA and self-report (no results EDA—EEG) |
| [55] | - | U-shaped EDA during learning | x | x | x | x |
| [39] | Positive correlation between science knowledge and changes in EDA | Increasing EDA during learning | x | x | x | x |
| [56] | Classifier with EDA to indicate Aha! Moment (83.66%) | - | - | - | Heart rate | No results |
| [57] | - | Multimodal | Self-report emotion | Facial expression detection | Mouse & chair pressure | Predicting emotions during learning |
| [58] | Tonic EDA predicts learning gain | - | - | - | EMG & ECG | No results |
| [49] | Change in tonic EDA over time predicts performance | Self-report emotion | - | Heart rate, HRV, ECG | No significant relations | |
| [59] | - | Higher EDA in physical learning | Self-report valence | - | Skin temperature | No results |
| [60] | Bigger learning gains when SCR after specific event | - | Self-report engagement | - | - | No results |
| [46] | - | Multimodal | Self-report emotion | Facial expression detection | - | Relations between modalities |
| [61] | Phasic EDA can predict learning | Multimodal | Self-report emotion | - | - | SCL positively predicts anxiety and shame |
| [40] | No association EDA and performance | No difference baseline EDA and EDA during task | Self-report worry | - | - | No results |
| [62] | - | Multimodal | Self-report emotion | - | EMG & ECG | Predicting self-report with EDA |
| [63] | - | Decreasing EDA during learning (SCL) | - | - | ECG | No results |
| [36] | Positive correlation EDA and performance | Multimodal | - | - | Skin temperature | Positive correlation skin temperature and EDA |
| [50] | Phasic EDA can predict performance | - | Self-report | Facial expression detection | - | - |
| [64] | - | Multimodal | - | Facial expression detection | - | Negative (40%), neutral (33%), positive facial expressions (22%)—physiological synchrony |
| [65] | High arousal relates to low performance | - | Self-report emotional problems | Eye-tracking | - | No significant relations |
| [66] | - | EDA oral reading > silent reading (skilled readers) | Self-report anxiety | - | Heart rate | Positive correlation self-report anxiety and EDA (no results heart rate) |
| [33] | Frequency of arousal periods correlates with performance | Mean 60% low arousal, 24% medium, 17% high | x | x | x | |
| [67] | - | Multimodal | - | Facial expression detection, eye-tracking | Heart rate, EEG, skin temperature | High EDA correlates with high emotion, high heart rate, low mental workload, and memory load |
| [68] | No association EDA and performance | Multimodal | Self-report Anxiety | - | - | No significant relations |
| [69] | - | Increasing SCL during learning compared to baseline (not for SCR) | Self-report arousal | - | Heart rate | No significant relations |
| [70] | - | Increase in EDA during learning (more when active learning) | Self-report emotion | - | - | Correlation between EDA and negative emotions and positive emotions |
| [71] | No significant relation EDA and performance on tasks | Decrease EDA in two of three tasks | Self-report emotion | - | - | Correlation between EDA and self-reported emotion before the task |
x means no multimodal approach, - means no information is given.