2024 ASEE Annual Conference & Exposition

Test anxiety is a prevalent psychological issue among higher-education students, particularly those seeking degrees in STEM (Science, Technology, Engineering, and Mathematics) [1]. Test anxiety is an adverse emotional reaction when faced with a testing circumstance or comparable evaluative atmosphere. Numerous studies on the impact of test anxiety on STEM students' academic performance have been undertaken. Understanding the complex link between test anxiety and academic achievement is critical for developing evidence-based solutions to help students succeed in STEM fields. Despite substantial research on college students' test anxiety, there are major gaps in the literature, particularly in the context of engineering education.

Biometric data can give valuable insights into the physiological responses to test anxiety, influencing the creation of more effective therapies to help students cope with this issue. By measuring physiological signs, such as heart rate, blood pressure, and skin conductance, researchers may acquire a more objective and nuanced knowledge of the link between test anxiety and academic success. This study's proposed research question is "What types of sensors have been found to be most effective in measuring physiological data related to anxiety for research purposes?". This study aims to identify the best biometric sensors for collecting data on engineering students' physiological markers of test anxiety based on a narrative literature review. Preliminary research shows a dearth of data linking physiological data to test anxiety specifically, so this review expands its search to anxiety in general context. Qualitative thematic analysis was conducted as part of the research to identify the types of sensors used in prior studies on test anxiety and to assess their usefulness for measuring physiological responses to anxiety. It was found that heart rate and heart rate variability (HRV) are two of the most common biometric markers used to indicate test anxiety in previous studies.

Other sensors reported in literature include electrodermal sensors, blood oxygen saturation sensors, and thermal biomarkers; however, there are less studies published using these sensors. There is much room for improvement when using sensors to measure physiological response, as accuracy levels are still not high enough for these sensory readings to be individually used for a comprehensive assessment. Typically, multiple physiological responses must be used in conjunction to achieve acceptable confidence in readings, and research is still underway to identify sensors to measure physiological responses that can uniquely identify fluctuations in anxiety. Ultimately, understanding the impact of test anxiety and its induced physiological effects on students can provide educators with more knowledge and insights on how to further improve delivery of and assessment in engineering education.