Examining socially shared regulation of learning in medical training: the interplay of heart rate change points on regulatory interactions

• Xiaoshan Huang ^[1] ; Andy Nguyen ^[2] ; Susanne P. Lajoie ^[1]
  1. [1] McGill University

     McGill University

     Canadá

     
  2. [2] University of Oulu

     University of Oulu

     Oulu, Finlandia

     
• Localización: European Journal of Psychology of Education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 40, Nº 3, 2025
• Idioma: inglés
• DOI: 10.1007/s10212-025-01001-0
• Texto completo no disponible (Saber más ...)
• Resumen

  • Socially shared regulated learning (SSRL) plays a crucial role in enhancing collaborative learning processes. This study explores the association between medical residents’ team action, SSRL and heart rate changes using BioWorld, a technology-rich learning environment (TRE) designed to support medical practitioners’ diagnostic reasoning skills as they solve a virtual patient case. A multimodal analysis approach was used to study the interactions between dyads as they solved patient cases. State lag sequential mining techniques were used to analyse these interactions. By leveraging multimodal data including logfiles and verbal data with physiological data, we analysed a total of 1398 events for the association between heart rate change point and team diagnostic actions, and 1432 events for heart rate change points and SSRL interactions. The findings indicate that heart rate change points serve as potential indicator signals for regulatory interactions and team actions. Furthermore, the investigation of heart rate change points and their association with SSRL interactions reveals a significant association with motivational interaction, highlighting the diverse roles of metacognitive, cognitive, emotional and motivational dimensions in SSRL. These findings carry practical implications for SSRL in medical education.

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