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Ambulatory assessment with intensive longitudinal data

Research Method · All research methods
Evidence · 2 claims (2 for) · 2 studies (2 associational), q2–q3 · 0 of 2 report an effect size · 2 claims rest on one study

Description

Ambulatory assessment is a measurement approach in which intensive longitudinal data are captured in real-life settings with repeated within-subject assessments of physical activity (e.g., via accelerometry) and cognitive performance (e.g., via a smartphone app) at high measurement density, such as sub-daily or daily. The article proposes it to complement between-subjects analyses with within-subject analyses of "the differences between days with less or more physical activity", and recommends continuous monitoring of activity level and context across intervals of at least 7 days before, during, and after the summer break.

Accounts

  • Ambulatory assessment with intensive longitudinal data for physical activity-cognition research: Ambulatory assessment is a measurement approach in which intensive longitudinal data are captured in real-life settings with repeated within-subject assessments of physical activity (e.g., via accelerometry) and cognitive performance (e.g., via a smartphone app) at high measurement density, such as sub-daily or daily. The article proposes it to complement between-subjects analyses with within-subject analyses of "the differences between days with less or more physical activity", and recommends continuous monitoring of activity level and context across intervals of at least 7 days before, during, and after the summer break. (Herold et al. (2025))
  • Experience sampling method (ESM) for capturing macro-level emotion dynamics in language learning: ESM, also known as ecological momentary assessment, originated in psychiatry and collects real-time data on participants' behaviours, experiences and psychological states in natural environments. Participants are prompted "multiple times per day over a specified period ranging from days to weeks", via fixed, random, or event-contingent prompts on smartphones or wearable devices. The review proposes ESM to fill the gap of methodologies examining emotion dynamics from a macro, developmental perspective in language studies, illustrating a hypothetical two-week exam-period design with prompts after language activities plus contextual questions. (Peng Wang et al. (2024))
  • Experience sampling protocol with single-item state measures on handheld devices for classroom goal and emotion assessment: The study's measurement instrument is an experience sampling procedure in which students carried iPod Touch 4G devices running iDialog Pad software for ten school days, activating them at the start of 45-minute classes and completing a digital questionnaire at one random audible signal. State goals and emotions were assessed with single-item measures because multi-item scales could compromise state validity by prompting reflection and recall biases. Of 1779 initiated questionnaires, 1409 (79%) were completed, averaging 11.74 per student. ICC(2) reliability of aggregated state scores ranged from .734 to .921. (Goetz et al. (2016))
  • Smartphone experience-sampling application for measuring multiple interests over time: The study used "experience-sampling methodology through a smartphone application" to measure students' multiple interests and their development across contexts and over time. Students reported interests at two time points three months apart, yielding 7,226 interest reports from 204 Dutch high school students. The tool enables capturing interest dimensions in situ rather than via retrospective questionnaires. (Akkerman et al. (2020))

Claims

Key Sources

  • Herold, F., Ludyga, S., Mavilidi, M. F., Benzing, V., Vazou, S., Tomporowski, P. D., & Pesce, C. (2025). The Other Side of the Coin – A Call to Investigate the Influence of Reduced Levels of Physical Activity on Children's Cognition. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10031-5
  • Peng Wang, Lesya Ganushchak, Camille Welie, Roel van Steensel. (2024). The Dynamic Nature of Emotions in Language Learning Context: Theory, Method, and Analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09946-2
  • Goetz, T., Sticca, F., Pekrun, R., Murayama, K., & Elliot, A. J. (2016). Intraindividual relations between achievement goals and discrete achievement emotions: An experience sampling approach. Learning and Instruction, 41, 115-125. https://dx.doi.org/10.1016/j.learninstruc.2015.10.007
  • Akkerman, D. M., Vulperhorst, J. P., & Akkerman, S. F. (2020). A developmental extension to the multidimensional structure of interests. Journal of Educational Psychology, 112(1), 183-203. https://doi.org/10.1037/edu0000361
Page metadata
Field Value
type research-method
id ambulatory-assessment-with-intensive-longitudinal-data
title Ambulatory assessment with intensive longitudinal data
description Ambulatory assessment is a measurement approach in which intensive longitudinal data are captured in real-life settings with repeated within-subject assessments of physical activity (e.g., via accelerometry) and cognitive performance (e.g., via a smartphone app) at high measurement density, such as
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