Abstract
Recent research has indicated that learning environments that intentionally induce confusion to promote deep inquiry can be beneficial for learning if students engage in confusion resolution processes and if relevant scaffolds are provided. However, it is unlikely that these environments will benefit all students, so it is necessary to identify the student profiles that most benefit from confusion induction. We investigated how individual differences (e.g., prior knowledge, interest, attributional complexity) impacted confusion and learning outcomes in an environment that induced confusion via false system feedback (e.g., negative feedback after a correct response). A k-means cluster analysis revealed four clusters that varied on cognitive ability and cognitive drive. We found that students in the high cognitive ability + high cognitive drive cluster reported more confusion after receiving false feedback compared to the other clusters. These students also performed better on tasks requiring knowledge transfer, but only when they were meaningfully confused.
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Lehman, B., D’Mello, S., Graesser, A. (2013). Who Benefits from Confusion Induction during Learning? An Individual Differences Cluster Analysis. In: Lane, H.C., Yacef, K., Mostow, J., Pavlik, P. (eds) Artificial Intelligence in Education. AIED 2013. Lecture Notes in Computer Science(), vol 7926. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-39112-5_6
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DOI: https://doi.org/10.1007/978-3-642-39112-5_6
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