Dynamics of affective states during complex learning

@article{DMello2012DynamicsOA,
  title={Dynamics of affective states during complex learning},
  author={S. D'Mello and A. Graesser},
  journal={Learning and Instruction},
  year={2012},
  volume={22},
  pages={145-157}
}
Abstract We propose a model to explain the dynamics of affective states that emerge during deep learning activities. The model predicts that learners in a state of engagement/flow will experience cognitive disequilibrium and confusion when they face contradictions, incongruities, anomalies, obstacles to goals, and other impasses. Learners revert into the engaged/flow state if equilibrium is restored through thought, reflection, and problem solving. However, failure to restore equilibrium as… Expand

Figures and Tables from this paper

Emotions During the Learning of Difficult Material
Abstract Students experience a variety of emotions (or cognitive-affective states) when they are assigned difficult material to learn or problems to solve. We have documented the emotions that occurExpand
Impact of Learner-Centered Affective Dynamics on Metacognitive Judgements and Performance in Advanced Learning Technologies
TLDR
The presence of confusion and joy during learning had a positive impact on student confidence in their performance while the presence of frustration and transition from confusion to frustration had a negative impact on confidence, even after accounting for individual differences in multiple-choice confidence. Expand
Affective Sequences and Student Actions Within Reasoning Mind
TLDR
The relationship between affective sequences that have been previously explored in the literature and the activities students may engage in when interacting with Reasoning Mind, a blended learning system for elementary mathematics, is explored. Expand
The Affective Experience of Novice Computer Programmers
  • Nigel Bosch, S. D'Mello
  • Psychology, Computer Science
  • International Journal of Artificial Intelligence in Education
  • 2015
TLDR
Novice students participated in a lab study in which they learned the fundamentals of computer programming in Python using a self-paced computerized learning environment involving a 25-min scaffolded learning phase and a 10-min unscaffolded fadeout phase, revealing that constructing code was the central activity that preceded and followed each affective state. Expand
Inducing and Tracking Confusion with Contradictions during Complex Learning
TLDR
The possibility of confusion induction is addressed in a study where learners engaged in trialogues on research methods concepts with animated tutor and student agents and self-reports of confusion indicated that the contradictions were successful at inducing confusion in the minds of the learners. Expand
The Case of Self-transitions in Affective Dynamics
Affect dynamics, the study of how affect develops and manifests over the course of learning, has become a popular area of research in learning analytics. Despite some shared metrics and researchExpand
A selective meta-analysis on the relative incidence of discrete affective states during learning with technology
The last decade has witnessed considerable interest in the investigation of the affective dimensions of learning and in the development of advanced learning technologies that automatically detect andExpand
Curiosity… Confusion? Frustration! The role and sequencing of emotions during mathematics problem solving
Abstract The objectives of this research were to explore the role and state transitions of emotions during complex mathematics problem solving over two studies. In Study 1, we examined theExpand
Multimodal Analysis and Modeling of Nonverbal Behaviors during Tutoring
TLDR
Preliminary work used hidden Markov models to analyze sequences of affective tutorial interaction and the sequential nature of the multimodal data is expected to improve automated understanding of learning-centered affect. Expand
The productive role of cognitive reappraisal in regulating affect during game-based learning
TLDR
It was found that frustration, confusion, determination, and curiosity were the dominant affective states while cognitive reappraisal and acceptance were the major affective regulation strategies (others individually occurred less than 10.1% of the time). Expand
...
1
2
3
4
5
...

References

SHOWING 1-10 OF 104 REFERENCES
The half-life of cognitive-affective states during complex learning
TLDR
Correlations between decay rates of the cognitive-affective states and several learning measures confirmed the major predictions and uncovered some novel findings that have implications for theories of pedagogy that integrate cognition and affect during deep learning. Expand
Affect and learning: An exploratory look into the role of affect in learning with AutoTutor
The role that affective states play in learning was investigated from the perspective of a constructivist learning framework. We observed six different affect states (frustration, boredom, flow,Expand
Predicting Affective States expressed through an Emote-Aloud Procedure from AutoTutor's Mixed-Initiative Dialogue
TLDR
Correlation and regression analyses confirmed the hypothesis that dialogue features could significantly predict the affective states of confusion, eureka, and frustration, and discussed the prospects of extending AutoTutor into an affect-sensing intelligent tutoring system. Expand
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
TLDR
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. Expand
Inducing and Tracking Confusion with Contradictions during Critical Thinking and Scientific Reasoning
TLDR
The possibility of induction was addressed in a study where learners engaged in trialogues on critical thinking and scientific reasoning topics with animated tutor and student agents, and confusion was induced by staging disagreements and contradictions between the animated agents. Expand
Emotions and Learning with AutoTutor
TLDR
The relationship between emotions and learning was investigated by tracking the emotions that college students experienced while learning about computer literacy with AutoTutor, which revealed that post-test scores were significantly predicted by pre- test scores and confusion, but not by any of the other emotions. Expand
We feel, therefore we learn: The relevance of affective and social neuroscience to education.
Recent advances in neuroscience are highlighting connections between emotion, social functioning, and decision making that have the potential to revolutionize our understanding of the role of affectExpand
Re-conceptualizing Emotion and Motivation to Learn in Classroom Contexts
To better inform and improve classroom teaching and learning, now more than ever before, educational researchers need to effectively and efficiently describe essential components of positive learningExpand
Comparing the Incidence and Persistence of Learners’ Affect During Interactions with Different Educational Software Packages
TLDR
Engaged concentration was the most common affective state, by a large margin, in all studies run in private schools in the Philippines; confusion was slightly more common than engaged concentration in the two public school studies. Expand
Activating Positive Affective Experiences in the Classroom: "Nice to Have" or Something More?.
Abstract This study investigated students’ activating positive affective experiences in mathematics lessons, their antecedents, their cognitive and motivational consequences, as well as their effectExpand
...
1
2
3
4
5
...