Confusion and frustration followed incorrect solution submissions and preceded hint requests, while coding was the central activity surrounding all affective states¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In the scaffolded phase, confusion and frustration were both preceded by SubmitError and followed by ShowHint or coding, at Bonferroni-corrected significance. → Bosch 2017 q2 i? Curiosity, engagement, and boredom were mainly associated with reading and coding but not with error submission or hint viewing. → Bosch 2017 (2)

Evidence¶

Bosch 2017¶

Bosch, N., & D'Mello, S. (2017). The Affective Experience of Novice Computer Programmers. Int J Artif Intell Educ. https://doi.org/10.1007/s40593-015-0069-5

q2 · i? · associational · r2

Transition analysis interleaving affective states with logged interaction events by timestamp, using only cohort 2 (N=70) because cohort 1 logs lacked activity context; significance threshold p<.000275 after Bonferroni correction over 182 potential transitions.

"confusion and frustration were both preceded by an incorrect solution submission (SubmitError; L=.07, p<.000275 for confusion, L=.0 9, p<.000275 for frustration) and were followed by a hint request (ShowHint; L=.07, p<.000275 for confusion, L=.09, p<.000275 for frustration)"

Bosch 2017 (2)¶

Bosch, N., & D'Mello, S. (2017). The Affective Experience of Novice Computer Programmers. Int J Artif Intell Educ. https://doi.org/10.1007/s40593-015-0069-5

q2 · i? · associational · r2

Same scaffolded-phase event-affect transition analysis; the article reports curiosity, engagement, and boredom linked to reading and coding but not to SubmitError or ShowHint, and that boredom transitioned into coding (L=.44), possibly re-engaging students.

"curiosity ( L=.20 to reading, L=.2 2 to coding, p<.000275), engagement (L=.09 from reading, L=.51 to coding, p<.000275),and boredom ( L=.07 from reading, L=.44 to coding, p<.000 275) were mainly asso -ciated with assimilation (Reading) and generation (Coding) activities but not with evaluation (SubmitError; all p >.000275) and help-seeking (ShowHint; allp>.000275) activities."

Discussion¶

Learner Variables¶

• Affect Regulation — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Process mining shows low performers access solutions more and transition to hints after incorrect submissions more than high performers — related
• After partialling out control variables, boredom and frustration during scaffolded learning negatively correlated with fadeout performance, while confusion↔frustration transitions and boredom→engagement transition positively correlated with it — related
• During novices' first programming lesson, engagement, confusion, frustration, boredom, and curiosity are the dominant affective states, collectively accounting for approximately 73% of affect judgments — related
• In the hidden-wizard WOZ II study, students' reactions to the wizard's Slack hints were mostly positive, though some hints were read without discussion — related