Seeking Optimal Confusion: A Review on Epistemic Emotion Management in Interactive Digital Learning Environments

Autor/inn/en	Arguel, Amaël; Lockyer, Lori; Kennedy, Gregor; Lodge, Jason M.; Pachman, Mariya
Titel	Seeking Optimal Confusion: A Review on Epistemic Emotion Management in Interactive Digital Learning Environments
Quelle	In: Interactive Learning Environments, 27 (2019) 2, S.200-210 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Arguel, Amaël) ORCID (Lockyer, Lori) ORCID (Kennedy, Gregor) ORCID (Lodge, Jason M.) ORCID (Pachman, Mariya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2018.1457544
Schlagwörter	Emotional Response; Self Management; Educational Technology; Technology Uses in Education; Interaction; Feedback (Response); College Students; Psychological Patterns + Suchen Sie Ihr Suchwort? Emotionales Verhalten; Selbstmanagement; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Interaktion; Collegestudent
Abstract	Emotions play a significant part in students' learning experiences within complex educational environments. However, the impact of emotional experiences on effective learning is not straightforward. For example, being confused during learning may be perceived as an adverse event. There is, however, considerable research evidence suggesting that confusion can also be a productive aspect of a student's learning processes. Despite this, research also suggests that when confusion is persistent it can become harmful, promoting learner frustration or boredom. Key challenges for the design of interactive digital learning environments (IDLEs) are to detect and assess students' emotions and to tailor the environment accordingly. In this paper we examine, from a review of the literature, the implications of learners' confusion that can occur in IDLEs. Strategies for managing students' confusion will then be discussed and examples of features enhancing learning in IDLEs will be suggested. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01