Frustration was marginally significantly negatively correlated with learning outcomes, while boredom was unexpectedly positively correlated¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1 · q2 · i0–i1
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i1 Frustration frequency was marginally significantly and negatively correlated with learning outcomes (r = −0.169, n = 100, p = 0.092). → DeFalco 2018 q2 i0 Boredom was unexpectedly positively correlated with learning outcomes (r = 0.200, n = 100, p = 0.046). → DeFalco 2018 (2)

Evidence¶

DeFalco 2018¶

DeFalco, J. A., Rowe, J. P., Paquette, L., Georgoulas-Sherry, V., Brawner, K., Mott, B. W., Baker, R. S., & Lester, J. C. (2018). Detecting and Addressing Frustration in a Serious Game for Military Training. Int J Artif Intell Educ. https://doi.org/10.1007/s40593-017-0152-1

q2 · i1 · associational · r1

Pearson correlations between BROMP-observed affect frequencies and learning gains in the Experiment 1 baseline study (119 cadets, mean learning = −0.04). Frustration showed a marginal negative correlation: "r = − 0.169, n =1 0 0 ,p = 0.092".

"However, frustration was marginally significant and negatively correlated with learning outcomes (frustration, r = − 0.169, n =1 0 0 ,p = 0.092)."

DeFalco 2018 (2)¶

DeFalco, J. A., Rowe, J. P., Paquette, L., Georgoulas-Sherry, V., Brawner, K., Mott, B. W., Baker, R. S., & Lester, J. C. (2018). Detecting and Addressing Frustration in a Serious Game for Military Training. Int J Artif Intell Educ. https://doi.org/10.1007/s40593-017-0152-1

q2 · i0 · associational · r1

Same correlational analysis of Experiment 1 data; boredom's positive correlation ("r =0 . 2 0 0", p = 0.046) was unexpected by the authors, while confusion, surprise, and engaged concentration correlations were not statistically significant.

"Unexpectedly, boredom was positively correlated with learning outcomes (boredom, r =0 . 2 0 0 ,n =1 0 0 , p = 0.046)."

Discussion¶

Learner Variables¶

• Achievement Emotions — predictor: learners who differ on it differ in outcomes

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
• No significant impact of frustration or boredom (or anxiousness, discouragement, distractedness) on practice performance was found — reports the opposite