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Why am I confused?: An Exploratory look into the role of emotions in learning

Why am I confused?: An Exploratory look into the role of emotions in learning. Scotty D. Craig & Arthur C. Graesser. 1. Emotive Computing Group. Principal Investigator Art Graesser Co-PI Stan Franklin Barry Gholson Barry Kort Max Louwerse Rosalind Picard Rob Reilly Research staff

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Why am I confused?: An Exploratory look into the role of emotions in learning

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  1. Why am I confused?: An Exploratory look into the role of emotions in learning Scotty D. Craig & Arthur C. Graesser 1

  2. Emotive Computing Group Principal Investigator Art Graesser Co-PI Stan Franklin Barry Gholson Barry Kort Max Louwerse Rosalind Picard Rob Reilly Research staff Zhiqiang Cai Group Leaders Patrick Chipman Scotty Craig Students and Volunteers Moongee Jeon Ashish Kapoor Brent Morgan Jeremiah Sullins Amy Witherspoon

  3. Background • Facial Action Coding System(Ekman and Friesen 1978) • “Basic emotions” - happiness, sadness, surprise, disgust, anger, and fear • Emotional Intelligence(Goleman, 1995) • Expert teachers are able to recognize emotional states of their students and respond in ways that positively impact learning

  4. Flow • Zone of Flow(Csikszentmihalyi, 1990) • Direct antithesis to boredom • Learners receive materials and challenges at just the right level of difficulty • Absorbed in the material • Time & fatigue disappears

  5. Why would Confusion be important? • The affective state of confusion (and possibly frustration) are likely to occur during learning(Kort, Reilly, & Picard, 2001) • Confusion occurs when learners are faced with information that does not fit with what the learner thinks is true. • Cognitive disequilibrium(Graesser & Olde, 2003) • Deep comprehension occurs when learners confront inconsistencies that fail to match expectations

  6. Two Research Questions Do detectable emotions occur during interactions with AutoTutor? If they do occur, what is their relationship with learning?

  7. Emotions and Learning • Observational Pretest-posttest design • One of 3 raters observed 15 participants during an AutoTutor session on Hardware • At five minute intervals, they watched participants for 30 seconds and then assigned them an emotional state.

  8. Emotions: Frustration, Boredom, Flow • Frustration • Participants seem angry or agitated • Boredom • participants seem uninterested in the activity. • They respond slowly to the system and do not appear motivated. • Flow • participants show interest in the interaction. • They are paying attention and responding quickly.

  9. Emotions:Confusion, Eureka, Neutral • Confusion • participants seemed puzzled and not sure how to continue or struggling to understand the material • Eureka • participants transfer from a state of confusion to a state of intense interest where they type in answers very quickly after a period of inactivity • Neutral • participants show a void of emotion with no facial features

  10. Do emotions occur during interactions with AutoTutor? Yes!

  11. Correlations with learning gains

  12. Mean learning gains Cohen’s D effect size of 1.34

  13. What is the relationship with learning? Only confusion showed a significant relationship with learning in this study. Consistent with cognitive disequilibrium theory(Graesser & Olde, 2003)

  14. Acknowledgments Funding sources for the University of Memphis • NSF ITR 0325428 • Steelcase - equipment donation Project subcontractors • MIT media lab Pressure Sensor vendor • Tekscan

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