Confusion and its dynamics during device comprehension with breakdown scenarios

Area of Science:

• Cognitive Psychology
• Educational Psychology
• Learning Sciences

Background:

• Complex learning and problem-solving can induce states of cognitive disequilibrium.
• Impasses and confusion are theorized to play a crucial role in learning processes.
• Understanding the dynamics of confusion is essential for optimizing learning environments.

Purpose of the Study:

• To investigate the incidence and dynamics of confusion during complex learning.
• To examine the relationship between confusion, its resolution, and subsequent learning outcomes.
• To explore the role of impasses and cognitive disequilibrium in the learning process.

Main Methods:

• Participants read illustrated texts on everyday devices followed by malfunction scenarios.
• Confusion levels were measured, and a second-by-second analysis tracked confusion dynamics.
• Knowledge assessments were conducted, controlling for factors like aptitude, engagement, and frustration.

Main Results:

• Breakdown scenarios elicited significantly more confusion than control scenarios.
• Two distinct confusion trajectories were identified: partial resolution versus persistent confusion.
• Successful partial confusion resolution predicted better knowledge acquisition, especially for highly confused individuals.

Conclusions:

• Confusion, triggered by impasses, is a key element in complex learning.
• Effortful resolution of confusion, even partial, positively impacts learning outcomes.
• Findings support theories emphasizing the constructive role of cognitive disequilibrium in learning.