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Emotions and Learning Gains: A Cognitive Study

This study aimed to replicate previous research and explore the correlation between participants' emotions and learning gains. Using AutoTutor, emotions like frustration, boredom, and confusion were examined. No significant correlations were found, highlighting the need for more research. The study also discussed possible confounds like experimenter bias and emphasized the importance of inter-judge reliability. For questions, contact the lab.

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Emotions and Learning Gains: A Cognitive Study

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  1. Cognitive Learning Lab Fall 2003

  2. Purpose of the study • To try to replicate the findings from our previous research • To determine if there is a correlation between the participants emotions and the participants learning gains

  3. Methods • 34 participants interacted with AutoTutor • Rater would observed the participant for 30 seconds every 5 minutes • Rater wrote down what emotion they thought the participant was experiencing • Emotions of interest • Frustration, Boredom, Flow • Confusion, Eureka, Neutral

  4. Emotion Frequencies

  5. Correlations with Learning Gains There were no significant correlations.

  6. Means for Studies 1 &2

  7. Median Split • Low domain knowledge group • Mean change score of 6.44 • High domain knowledge group • Mean change score was 1.38

  8. Low domain knowledge group * a significant correlation

  9. High domain knowledge group There were no significant correlations

  10. Possible Confounds • Compared to last spring’s study, we had more raters and some different raters • Possible experimenter bias • Need completely naïve raters • Inter-judge reliability

  11. Questions?

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