Learners’ confusion

faulty prior knowledge or a metacognitive monitoring error?

Mariya Pachman, Amael Arguel, Lori Lockyer

    Research output: Chapter in Book/Report/Conference proceedingConference proceeding contribution

    1 Citation (Scopus)
    233 Downloads (Pure)


    Research often treats confusion as a turning point of the learners’ cognitive-affective dynamics in digital environments (e.g. D’Mello, Grasser and colleagues). The origin of confusion, however, is a topic of a debate. Could inaccurate prior knowledge serve as a source of confusion, or does confusion relate to metacognitive processes? In this paper we are attempting to address this question by employing case study analysis with fourteen participants who worked through simulated learning problems with feedback in a digital environment. Physiological and self-reported data were combined to examine problem-solving patterns. Preliminary findings highlighted the role of metacognitive monitoring in confusion development and its interrelation with inaccurate prior knowledge.
    Original languageEnglish
    Title of host publicationGlobally connected, digitally enabled
    Subtitle of host publicationproceedings ascilite 2015
    EditorsT. Reiners, B. R. von Konsky, D. Gibson, V. Chang, L. Irving, K. Clarke
    Place of PublicationPerth
    Number of pages5
    Publication statusPublished - 2015
    EventAustralasian Society for Computers in Learning in Tertiary Education Conference (32nd : 2015) - Perth
    Duration: 29 Nov 20152 Dec 2015


    ConferenceAustralasian Society for Computers in Learning in Tertiary Education Conference (32nd : 2015)

    Bibliographical note

    Copyright the Author(s) 2015. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.


    • prior knowledge
    • metacognitive monitoring
    • confusion
    • self-regulated learning

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