Exercise as a Regulator of Academic Stress

Overview

This study tests whether short exercise interventions can reduce acute academic stress using wearable signals and self-reported measures.

Key Focus

• Compare running, meditation, and control conditions in a high-stress academic setting.
• Track both perceived stress and physiological changes rather than relying on one measure.
• Understand which short intervention feels most practical and effective for students.

Methodology

• PPG and GSR sensors were used to capture heart rate variability and skin conductance during exam sessions.
• Participants completed two timed exams with a short intervention period placed between sessions.
• Stress patterns were compared across groups before and after the intervention window.

Key Outcomes

• Running showed the clearest reduction in both subjective and physiological stress indicators.
• Wearable signals generally aligned with the self-reported stress trend across the study.
• The project supports short, low-friction interventions as a practical way to improve stress response.