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Abstract People structure their days to experience events with others. We gather to eat meals, watch TV, and attend concerts together. What constitutes a shared experience and how does it manifest in dyadic behavior? The present study investigates how shared experiences—measured through emotional, motoric, physiological, and cognitive alignment—promote social bonding. We recorded the facial expressions and electrodermal activity (EDA) of participants as they watched four episodes of a TV show for a total of 4 h with another participant. Participants displayed temporally synchronized and spatially aligned emotional facial expressions and the degree of synchronization predicted the self-reported social connection ratings between viewing partners. We observed a similar pattern of results for dyadic physiological synchrony measured via EDA and their cognitive impressions of the characters. All four of these factors, temporal synchrony of positive facial expressions, spatial alignment of expressions, EDA synchrony, and character impression similarity, contributed to a latent factor of a shared experience that predicted social connection. Our findings suggest that the development of interpersonal affiliations in shared experiences emerges from shared affective experiences comprising synchronous processes and demonstrate that these complex interpersonal processes can be studied in a holistic and multi-modal framework leveraging naturalistic experimental designs.
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Using Electrodermal Activity Measurements to Understand Student Emotions While Programming
Programming can be an emotional experience, particularly for undergraduate students who are new to computer science. While researchers have interviewed novice programmers about their emotional experiences, it can be difficult to pinpoint the specific emotions that occur during a programming session. In this paper, we argue that electrodermal activity (EDA) sensors, which measure the physiological changes that are indicative of an emotional reaction, can provide a valuable new data source to help study student experiences. We conducted a study with 14 undergraduate students in which we collected EDA data while they worked on a programming problem. This data was then used to cue the participants’ recollections of their emotions during a retrospective interview about the programming experience. Using this methodology, we identified 21 distinct events that triggered student emotions, such as feeling anxiety due to a lack of perceived progress on the problem. We also identified common patterns in EDA data across multiple participants, such as a drop in their physiological reaction after developing a plan, corresponding with a calmer emotional state. These findings provide new information about how students experience programming that can inform research and practice, and also contribute initial evidence of the value of EDA data in supporting studies of emotions while programming.
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- PAR ID:
- 10352590
- Date Published:
- Journal Name:
- The ACM International Computing Education Research Conference
- Page Range / eLocation ID:
- 105 to 119
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.1145/3501385.3543981
