You are here:

Affect and Learning: An Exploratory Look into the Role of Affect in Learning with AutoTutor
ARTICLE

, , ,

Journal of Educational Media Volume 29, Number 3, ISSN 1358-1651

Abstract

The role that affective states play in learning was investigated from the perspective of a constructivist learning framework. We observed six different affect states (frustration, boredom, flow, confusion, eureka and neutral) that potentially occur during the process of learning introductory computer literacy with AutoTutor, an intelligent tutoring system with tutorial dialogue in natural language. Observational analyses revealed significant relationships between learning and the affective states of boredom, flow and confusion. The positive correlation between confusion and learning is consistent with a model that assumes that cognitive disequilibrium is one precursor to deep learning. The findings that learning correlates negatively with boredom and positively with flow are consistent with predictions from Csikszentmihalyi's analysis of flow experiences.

Citation

Craig, S.D., Graesser, A.C., Sullins, J. & Gholson, B. (2004). Affect and Learning: An Exploratory Look into the Role of Affect in Learning with AutoTutor. Journal of Educational Media, 29(3), 241-250. Retrieved August 18, 2019 from .

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.