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

@article{Baker2010BetterTB,
  title={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},
  author={R. Baker and Sidney K. D'Mello and M. M. Rodrigo and A. Graesser},
  journal={Int. J. Hum. Comput. Stud.},
  year={2010},
  volume={68},
  pages={223-241}
}
  • R. Baker, Sidney K. D'Mello, +1 author A. Graesser
  • Published 2010
  • Psychology, Computer Science
  • Int. J. Hum. Comput. Stud.
  • 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. [...] Key Result 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…Expand Abstract
    615 Citations

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