![]() Here we identify 18 mathematical definitions of surprise in a unifying framework. Currently there is, however, no consensus on the definition of surprise. ![]() Surprising events trigger measurable brain activity and influence human behavior by affecting learning, memory, and decision-making. Score of 71% for detecting fear in a horror game, 75% for fear of vertigo, 76% for frustration, and 75% for insight, showing the promise for detecting these states from passive and objective signals. To detect these affective events and states, we introduce user-independent binary classification models that achieved an average micro We present the relationships between fear levels, frustration levels, and their physiological responses. We found differences between fear and frustration pupillary, respiratory, and electrodermal responses, as well as between the pupillary changes that followed fear in a horror game and those that followed fear in a vertigo experiment. We also measured subjective fear and frustration using questionnaires. Participants interacted in five VR environments, throughout which we measured their physiological reactions and analyzed the patterns we observed. = 24) to analyze participants' pulmonary, electrodermal, cardiac, and pupillary responses to moments of fear, frustration, and insight in immersive settings. Such as fear, frustration, and insight-especially since these are rich indicators for characterizing users' responses to dynamic systems but are hard to capture in highly interactive settings. Moreover, it is largely unclear how users' physiological reactions are expressed in response to ![]() Some psychological states, such as fear and frustration, can be particularly hard to differentiate from a physiological perspective as they are close in the arousal and valence emotional space. Physiological sensing often complements studies of human behavior in virtual reality (VR) to detect users' affective and cognitive states. This study contributes to the general discussion about the nature of mathematics anxiety and the relationship between mathematics anxiety and academic achievement. Besides, students choosing finance and economics or industrial engineering to pursue into higher education also experienced higher levels of mathematics anxiety than others. Students with high average mathematics scores (9.0–10.0) have higher levels of mathematics anxiety than students with lower scores. Grade 12 students have higher levels of mathematics anxiety than others. Academic coping strategies, gender, grade, and career choices are significant predictors of mathematics anxiety. The results show that there are significant differences in the influence of grade, academic achievement, and students’ career choices on mathematics anxiety. A multivariate analysis of variance (MANOVA) test, Pearson correlation and multiple linear regression were used to analyze data. This study used the Revised Version of the Mathematics Anxiety Rating Scale to survey 1,548 high school students (570 males and 978 females) from high schools in Vietnam. The main objective of this study is to investigate the relationship between mathematics anxiety and gender, grade, career choices, and academic achievement in Grade 10, 11, and 12 students. Increasing numbers of students around the world are suffering from mathematics anxiety.
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