Confrustion in Learning from Erroneous Examples: Does Type of Prompted Self-explanation Make a Difference?

Richey, J. Elizabeth; McLaren, Bruce M.; Andres-Bray, Miguel; Mogessie, Michael; Scruggs, Richard; Baker, Ryan S.; Star, Jon R.

doi:10.1007/978-3-030-23204-7_37

Cited by 4 publications

(2 citation statements)

References 31 publications

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“…For example, if a learner views confusion as a natural part of the learning process, are they relatively less likely to move from unresolved confusion to unresolved frustration, or perhaps even likely to move from unresolved confusion to pleasurable frustration? Overall, given the motivating properties of frustration discussed in [56], overlapping findings in prior studies (e.g., [92], [93], [89], [3]), but inconsistent empirical findings regarding the impact of confrustion on learning outcomes (e.g., [83], [17], [100]), there may be value for future research studies to reconceptualize confrustion as a multi-faceted and interconnected emotional experience that cannot be reduced to the sum of its parts (e.g., confusion or frustration).…”

Section: A the Confrustion Constellationmentioning

confidence: 86%

The Confrustion Constellation: A New Way of Looking at Confusion and Frustration

Baker,

Cloude,

Andres

et al. 2024

Preprint

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There has been considerable research on confusion and frustration that has treated them as two unitary constructs, distinct from each other. In this article, we argue that there is instead a constellation of different types of confusion and frustration, with different antecedents, manifestations, and impacts, and that the commonalities between many types of confusion and frustration justify thinking of them as part of the same constellation of affect, distinct from other prominent affective categories. We discuss how these types of affect have been considered historically and in key models. We then discuss unusual manifestations of each form of affect that have been documented in the literature, and what light they shed on the broader constructs. We conclude with a discussion of a new theoretical framing that treats confusion and frustration as a confrustion constellation, and the opportunities and open questions that this perspective presents.

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Section: A the Confrustion Constellationmentioning

confidence: 86%

The Confrustion Constellation: A New Way of Looking at Confusion and Frustration

Baker,

Cloude,

Andres

et al. 2024

Preprint

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“…A potential downside of erroneous examples relates to affect. Learning from erroneous examples may be a more confusing and frustrating process, with higher confusion and frustration levels linked to poorer learning outcomes (Richey, Andres-Bray, et al, 2019;Richey, McLaren, et al, 2019). Thus, the varied results obtained in studies may reflect the difficulty of studying erroneous examples because many factors, including knowledge, affect, and how the error is presented can influence the usefulness of erroneous examples.…”

Section: Erroneous Examplesmentioning

confidence: 99%

Refuting misconceptions: Computer tutors for fraction arithmetic

et al. 2020

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Fractions, known to be difficult for both children and adults, are especially prone to misconceptions and erroneous strategy selection. The present study investigated whether a computer tutor improves fraction arithmetic performance in adults and if supplementing problem solving with erroneous examples is more beneficial than problem solving alone. Seventy-five undergraduates solved fraction arithmetic problems using a computer tutoring system we designed. In a between-subjects design, 39 participants worked with a problem-solving tutor that was supplemented with erroneous examples and 36 participants worked with a traditional problem-solving tutor. Both tutors provided hints and feedback. Overall, participants improved after the tutoring interventions, but there were no significant differences in gains made by the two conditions. For students with low prior knowledge about fraction arithmetic, the numerical gains were higher in the erroneous-example group than the problem-solving group, but this effect was not significant. Thus, computer tutors are useful tools for improving fraction knowledge. While erroneous examples may be particularly beneficial for students with low prior knowledge who may hold more misconceptions, more research is needed to make this conclusion.

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Gaming and Confrustion Explain Learning Advantages for a Math Digital Learning Game

Richey

Zhang

Das

et al. 2021

Lecture Notes in Computer Science

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Confrustion in Learning from Erroneous Examples: Does Type of Prompted Self-explanation Make a Difference?

Cited by 4 publications

References 31 publications

The Confrustion Constellation: A New Way of Looking at Confusion and Frustration

The Confrustion Constellation: A New Way of Looking at Confusion and Frustration

Refuting misconceptions: Computer tutors for fraction arithmetic

Gaming and Confrustion Explain Learning Advantages for a Math Digital Learning Game

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