{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,24]],"date-time":"2026-08-24T06:19:29Z","timestamp":1787552369006,"version":"build-2736575974"},"reference-count":48,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,8,24]],"date-time":"2026-08-24T00:00:00Z","timestamp":1787529600000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:p>\n                    Physiological arousal varies throughout classroom learning, yet its temporal dynamics during personalized learning in authentic primary-school classrooms remain unclear. This quasi-experimental study used electrodermal activity (EDA) to examine the lesson-wide temporal trend, dynamic trajectory, and phase-specific arousal level and activation frequency in an \u201cIntroduction to Circles\u201d lesson. Two intact fourth-grade classes in Shanghai participated (analytic sample: experimental\n                    <jats:italic>n<\/jats:italic>\n                    \u202f=\u202f23; control\n                    <jats:italic>n<\/jats:italic>\n                    \u202f=\u202f27). The experimental class received personalized learning based on cognitive diagnosis, targeting discrepancies between students\u2019 existing conceptions and target concepts; the control class received conventional instruction. Raw skin conductance (SC) and skin conductance response frequency (SCRF) served as operational indicators; within-person min\u2013max standardized SC (SSC) served as a robustness check. Mann\u2013Kendall tests, individual-level linear mixed-effects models, and matched-time comparisons were conducted. Across 17 two-minute windows, SSC declined significantly in both classes (control:\n                    <jats:italic>Z<\/jats:italic>\n                    \u202f=\u202f\u22122.266,\n                    <jats:italic>p<\/jats:italic>\n                    \u202f=\u202f0.023; experimental:\n                    <jats:italic>Z<\/jats:italic>\n                    \u202f=\u202f\u22124.490,\n                    <jats:italic>p<\/jats:italic>\n                    \u202f&amp;lt;\u202f0.001). The raw-SC model showed a significant Condition \u00d7 Time interaction at the two-minute resolution (\n                    <jats:italic>p<\/jats:italic>\n                    \u202f=\u202f0.008), but not at four or six minutes. Of four event-boundary adjacent-window comparisons, two Condition\u202f\u00d7\u202fPhase interactions remained significant after Holm correction: SC increased in the experimental class and decreased in the control class at the first episode start (adjusted\n                    <jats:italic>p<\/jats:italic>\n                    \u202f=\u202f0.012); the pattern reversed at the second episode end (adjusted\n                    <jats:italic>p<\/jats:italic>\n                    \u202f=\u202f0.002); both were reproduced using SSC. Phase-average raw SC did not differ between conditions (\n                    <jats:italic>p<\/jats:italic>\n                    \u202f=\u202f0.900), whereas SCRF was higher in the experimental class (\n                    <jats:italic>p<\/jats:italic>\n                    \u202f&amp;lt;\u202f0.001,\n                    <jats:italic>d<\/jats:italic>\n                    \u202f=\u202f2.76). Post-test mathematics achievement was also higher in the experimental class (\n                    <jats:italic>p<\/jats:italic>\n                    \u202f=\u202f0.005). Physiological arousal declined as the lesson progressed; the personalized-learning condition did not consistently alter this trajectory but the two classes showed different short-term SC changes at two instructional transitions. The higher post-test achievement suggests a potential learning benefit; however, the relationship between these physiological patterns and the achievement difference warrants further investigation.\n                  <\/jats:p>","DOI":"10.3389\/fpsyg.2026.1872311","type":"journal-article","created":{"date-parts":[[2026,8,24]],"date-time":"2026-08-24T05:30:49Z","timestamp":1787549449000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["Temporal dynamics of students\u2019 physiological arousal in personalized learning contexts: a quasi-experimental study based on electrodermal activity"],"prefix":"10.3389","volume":"17","author":[{"given":"Xiangying","family":"Xue","sequence":"first","affiliation":[{"name":"School of Communication, Qufu Normal University","place":["Rizhao, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Xiangcong","family":"Liu","sequence":"additional","affiliation":[{"name":"School of Communication, Qufu Normal University","place":["Rizhao, China"]},{"name":"School of Education, Shanghai Normal University","place":["Shanghai, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Yuqi","family":"Dong","sequence":"additional","affiliation":[{"name":"School of Education, Shanghai Normal University","place":["Shanghai, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Xingye","family":"Chen","sequence":"additional","affiliation":[{"name":"Shanghai Experimental School","place":["Shanghai, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Yuanqing","family":"Pei","sequence":"additional","affiliation":[{"name":"Shanghai Experimental Primary School","place":["Shanghai, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,8,24]]},"reference":[{"key":"ref1","first-page":"522","volume-title":"Handbook of Research on Learning and Instruction","author":"Aleven","year":"2017"},{"key":"ref2","doi-asserted-by":"publisher","first-page":"1675","DOI":"10.1007\/s10648-021-09615-8","article-title":"A systematic review of research on personalized learning: personalized by whom, to what, how, and for what purpose(s)?","volume":"33","author":"Bernacki","year":"2021","journal-title":"Educ. 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