Learning and health analytics of different active teaching methodologies

Abstract This study compared conventional and active teaching methodologies (videos and comics) on knowledge acquisition among 73 Brazilian 7th-grade students. Active learning methods yielded substantially higher grade improvements (> 100%) than conventional instruction (10%). We integrated learning analytics with a non-invasive health biomarker, salivary Immunoglobulin A (IgA), to assess physiological responses. A significant decrease in IgA levels was observed post-intervention, suggesting that high cognitive engagement may induce transient physiological stress. This finding highlights a critical dichotomy between academic performance and student well-being. Furthermore, a predictive model robustly associated IgA dynamics with multidimensional factors, including dietary habits, parental support, and a history of school dropout. This study pioneers a 'Learning & Health Analytics' approach, demonstrating that while active learning is highly effective, a holistic assessment including physiological well-being is crucial for sustainable educational success. This framework provides educators with actionable, data-driven insights to identify and mitigate student barriers, thereby fostering a healthier, more effective learning environment.