Five of six predicted affect transitions were significant and aligned with the affect dynamics model, but boredom transitioned to engagement rather than to frustration¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Engagement↔confusion, confusion↔frustration, and frustration→boredom transitions were significant and aligned with the theoretical model; the predicted boredom→frustration transition was not significant. → Bosch 2017 q2 i? Boredom was likely to transition to engagement (mean L=.260, p<.05), a transition not predicted by the theoretical model. → 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

q3 · i? · associational · r2

One-sample t-tests of transition likelihoods against chance across affect sequences from 99 students, testing transitions among the four states specified by the D'Mello and Graesser model; five of six predicted transitions were significant (p<.05).

"The results (see Fig. 4 and Table 5) indicated that five of the six predicted transitions, engagement ↔ confusion, confusion ↔ frustration, and frustration → boredom, were significant and aligned with the theoretical model."

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

q3 · i? · associational · r2

Transition likelihood analysis of the same affect sequences; the article attributes the unexpected boredom→engagement transition to the fast-paced session and to students' control over the environment via bottom-out hints, unlike the earlier AutoTutor study.

"Interestingly, boredom was likely to transition to engagement (meanL=.260, p<.05) even though the boredom → engagement transition was not predicted by the theoretical model."

Discussion¶

Related Claims¶

• 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
• Affective experience during situated collaborative problem solving is organized around a stable epistemic core linking curiosity, optimism, and confusion with short-range persistence — 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