Ryan S. Baker|Sidney D’Mello|Ma. Mercedes T. Rodrigo|Arthur C. Graesser
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
Worcester Polytechnic Institute|University of Memphis|Ateneo de Manila University|University of Memphis
study incidence rate occurrence persistence rate reoccurrence immediately occurrence impact effect behavior students cognitiveaffective states use three different computerbased learning environments students cognitiveaffective states studied using different populations philippines usa different methods quantitative field observation selfreport different types learning environments dialogue tutor problemsolving game problemsolvingbased intelligent tutoring system varying studies along multiple factors greater confidence findings generalize across studies robust incidence persistence impact boredom frustration confusion engaged concentration delight surprise compared found boredom persistent across learning environments associated poorer learning problem behaviors gaming system despite prior hypothesis contrary frustration less persistent less associated poorer learning appear antecedent gaming system confusion engaged concentration common states within three learning environments experiences delight surprise rare findings suggest significant effort put detecting responding boredom confusion particular emphasis developing pedagogical interventions disrupt vicious cycles occur student becomes bored remains bored long periods time