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Sequences of Frustration and Confusion, and Learning

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We use sensor-free affect detection and a discovery with models approach to explore the relationship between affect over varying durations and learning outcomes among students using Cognitive Tutor Algebra. Researchers have suggested that the affective state of confusion can have positive effects on learning as long as students can resolve the confusion, and recent research seems to accord with this hypothesis. However, there is room for concern that some of this earlier work may have conflated frustration and confusion. We replicate these analyses using sensor-free automated detectors trained to distinguish the two affective states. Our analyses suggest that the effect may be stronger for frustration than confusion, but is strongest when these two affective states are taken together.

  • This report represents the work of one or more WPI undergraduate students submitted to the faculty as evidence of completion of a degree requirement. WPI routinely publishes these reports on its website without editorial or peer review.
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  • 2020-11-27
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  • E-project-022613-205953
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Year
  • 2013
Date created
  • 2013-02-26
Location
  • Worcester
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