Better to be frustrated than bored: The incidence, persistence, and impact of learners' cognitive affective states during interactions with three different computer-based learning environments
Better to be frustrated than bored: The incidence, persistence, and impact of learners' cognitive affective states during interactions with three different computer-based learning environments
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DOI：
10.1016/j.ijhcs.2009.12.003
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发表时间：
2010-04-01
影响因子：
5.4
通讯作者：
Graesser, Arthur C.
中科院分区：
文献类型：
--
作者：
Baker, Ryan S. J. D.;D'Mello, Sidney K.;Graesser, Arthur C.
我们研究了学生在使用三种不同的计算机学习环境时认知情感状态的发生率（发生率）、持久性（发生后立即复发率）和影响（对行为的影响）。学生的认知情感状态研究使用不同的人群（菲律宾）。不同的方法（定量现场观察、自我报告），不同类型的学习环境（对话导师、问题解决游戏、基于问题解决的智能辅导系统）。通过对这些多重因素的不同研究，我们可以更有信心地认为，在所有研究中得出的结论都是可靠的。比较了无聊、沮丧、困惑、专注、喜悦和惊讶的发生率、持久性和影响。我们发现，在学习环境中，无聊感是非常持久的，并且与较差的学习能力和问题行为（如游戏系统）有关。与之前的假设相反，挫败感不那么持久，与较差的学习能力联系较少，并且似乎不是游戏系统的先决条件。困惑和专注是三种学习环境中最常见的状态。快乐和惊喜的经历是罕见的。这些发现表明，应该付出巨大的努力来发现和应对无聊和困惑，特别强调发展教学干预措施，以打破“恶性循环”，这种恶性循环发生在学生感到无聊和长时间感到无聊的时候。2009爱思唯尔有限公司版权所有。
We study the incidence (rate of occurrence), persistence (rate of reoccurrence immediately after occurrence), and impact (effect on behavior) of students' cognitive-affective states during their use of three different computer-based learning environments. Students' cognitive-affective states are studied using different populations (Philippines. USA), different methods (quantitative field observation, self-report), and different types of learning environments (dialogue tutor, problem-solving game, and problem-solving-based Intelligent Tutoring System). By varying the studies along these multiple factors, we can have greater confidence that findings which generalize across studies are robust. The incidence, persistence, and impact of boredom, frustration, confusion, engaged concentration, delight, and surprise were compared. We found that boredom was very persistent across learning environments and was associated with poorer learning and problem behaviors, such as gaming the system. Despite prior hypothesis to the contrary, frustration was less persistent, less associated with poorer learning, and did not appear to be an antecedent to gaming the system. Confusion and engaged concentration were the most common states within all three learning environments. Experiences of delight and surprise were rare. These findings suggest that significant effort should be put into detecting and responding to boredom and confusion, with a particular emphasis on developing pedagogical interventions to disrupt the "vicious cycles" which occur when a student becomes bored and remains bored for long periods of time. (C) 2009 Elsevier Ltd. All rights reserved.