Mitigating the situational factors that give rise to state boredom is a consistent challenge facing educators. Despite the growing amount of literature devoted to the construct, the field has yet to arrive at a consensus regarding a clear theoretical or operational definition. Subsequently, inconsistencies exist in the assessment methodologies, research findings lack generalizability, and strategies for mitigation in educational settings remain elusive. In this cross-disciplinary analysis, the extant literature on state boredom is critically reviewed and synthesized, and a two-dimensional definition of state boredom as an unpleasant (subjective), low-arousal (objective) experience is proposed. Findings from the technological advances of the last decade that allow for the objective measurement of physiological states are used to inform recommendations for empirically sound assessment methodologies. Finally, the proposed definition of state boredom and related assessment strategies are discussed with respect to implications for enhancing educational practices.

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Computer-assisted learning, in the form of simulation-based training, is heavily focused upon by the military. Because computer-based learning offers highly portable, reusable, and costefficient training options, the military has dedicated significant resources to the investigation of instructional strategies that improve learning efficiency within this environment. In order to identify efficient instructional strategies, this paper investigates the two major learning theories that dominate the recent literature on optimizing knowledge acquisition: cognitive load theory (CLT) and constructivism. According to CLT, instructional guidance that promotes efficient learning is most beneficial. Constructivist approaches, in contrast, emphasize the importance of developing a conceptual understanding of the learning material. Supporters of these theories have debated the merits and shortcomings of both positions. However, in the absence of consensus, instructional designers lack a well-defined model for training complex skills in a rapid, efficient manner. The current study investigates the relative utility of CLT and constructivistbased approaches for teaching complex skills using a military command and control task. Findings suggest that the acquisition of procedural, declarative, and conceptual knowledge, as well as decision-making skills, did not differ as a function of the type of instruction used. However, integrated knowledge was slightly better retained by the group provided with CLT-based instruction. These results are contrary to our expectation that constructivist approaches, which focus on the development and integration of information, would yield better performance in an applied problem-based environment. Thus, while contemporary researchers continue to defend the use of constructivist strategies for teaching, our research supports earlier findings that question the utility, efficiency, and impact of these strategies in applied domains.

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Discussion and study of the social-emotional development of deaf and hard of hearing children, though extensive, has yet to provide an accurate understanding of the differences between deaf and hearing children. Consequently, the goal of the researchers was to conduct a profile analysis to determine similarities and differences between the two groups. The sample consisted of 20 hearing and 20 deaf children ages 8–11 years. All of the deaf children were enrolled in a Simultaneous Communication magnet program. Significant differences were found in two areas: school interest and on-task behavior. Overall, however, data from the study showed few differences between hearing and deaf children. The researchers recommend that current interventions be reconsidered on the basis of these results.

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