During the course, curiosity, enjoyment, confusion and anxiety decreased over time, boredom increased, and surprise and frustration remained stationary.¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2026 · checked against its sources 2026-10-18 (automated, 1 of 1 entry) · not reviewed by a person · recheck by 2031: baselines and conditions change

Subclaims¶

q2 i? RDSEM time-trend models controlling session type predicted lower curiosity, enjoyment, confusion and anxiety and higher boredom as calendar weeks progressed; surprise and frustration showed no trend. → Ketonen 2026

Evidence¶

Ketonen 2026¶

Ketonen, E. E., Kruskopf, M., Lonka, K., & Mattlin, M. (2026). Dynamics of university students' epistemic emotions during game-based learning in an international relations course. Instructional Science. https://doi.org/10.1007/s11251-025-09771-2

q2 · i? · associational · r1

RDSEM within-person trend models (Model 3) on 212 session surveys; standardised time coefficients, e.g., −0.22 for curiosity and −0.24 for enjoyment, +0.19 for boredom. The article frames this as the broader challenge of sustaining engagement after initial excitement subsides.

"In seven separate models, time predicted lower curiosity, enjoyment, confusion and anxiety, and higher boredom, whereas surprise and frustration remained stationary"

Discussion¶

Learner Variables¶

• Achievement Emotions — outcome: instruction changes it
• Affect Regulation — outcome: instruction changes it
• Interest — outcome: instruction changes it

Related Claims¶

• Students whose anxiety, surprise or enjoyment decreased over the course achieved more positive learning-outcome change than students with stable trajectories in those emotions. — related
• Attending a game session rather than a lecture increased all epistemic emotions except boredom among university students in a Diplomacy-based international relations course. — related
• Epistemic emotions showed no significant carry-over (autoregressive) stability from one course session to the next, except boredom after session type was included. — related
• The session-type-by-time interaction showed anxiety increasing in game sessions while decreasing in lectures, and confusion declining more steeply in game sessions. — related
• Over six months, English vocabulary, relative monitoring accuracy and metacognitive control improved, and boredom increased, while enjoyment and anxiety showed no significant change — related
• Boredom is the only achievement emotion predicting English vocabulary growth in primary school L2 learners; enjoyment and anxiety show no significant effect — related
• Teachers' authentic emotional expression supports instructional clarity and student emotions, while concealment lowers perceived clarity — related
• Student disengagement in adaptive learning platforms is linked to technical problems, boredom with long or irrelevant content, insufficient challenge and feedback, and declining engagement over time — related
• Competition was a constant source of enjoyment for math circle participants, with evaluation focused on the task rather than the individual — reports the opposite
• Emotional variability in L2 learning episodes is primarily intraindividual (62–68%), with modest lag-1 inertia (r ≈ .17–.19) and weak long-term trends or weekly cycles — related
• Time-series forecasting with TabPFN-TS markedly improves prediction of next-episode emotions and perceived proficiency over a static model (e.g., anxiety R² 0.458→0.866; boredom 0.596→0.953) — related
• Anxiety, enjoyment and boredom are three critical emotions in language learning that affect outcomes and engagement — related
• Mathematics enjoyment decreases and boredom increases from first to third grade, while mean enjoyment stays fairly high and boredom low — related