M J Mendell, E A Eliseeva, M M Davies, A Lobscheid
Do classroom ventilation rates in California elementary schools influence standardized test scores? Results from a prospective study
Indoor air
propose model explain dynamics affective states emerge deep learning activities model predicts learners state engagementflow experience cognitive disequilibrium confusion face contradictions incongruities anomalies obstacles goals impasses learners revert engagedflow state equilibrium restored thought reflection problem solving however failure restore equilibrium well obstacles block goals trigger frustration unresolved eventually lead boredom major hypotheses model supported two studies participants completed 3235 min tutoring session computer tutor affective states tracked approximately 110 points tutoring sessions via retrospective affect judgment protocol time series analyses confirmed presence confusionengagementflow boredomfrustration confusionfrustration oscillations discuss enhancements model address individual differences pedagogical motivational strategies inspired model