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.
|Title of host publication||Globally connected, digitally enabled|
|Subtitle of host publication||proceedings ascilite 2015|
|Editors||T. Reiners, B. R. von Konsky, D. Gibson, V. Chang, L. Irving, K. Clarke|
|Place of Publication||Perth|
|Number of pages||5|
|Publication status||Published - 2015|
|Event||Australasian Society for Computers in Learning in Tertiary Education Conference (32nd : 2015) - Perth|
Duration: 29 Nov 2015 → 2 Dec 2015
|Conference||Australasian Society for Computers in Learning in Tertiary Education Conference (32nd : 2015)|
|Period||29/11/15 → 2/12/15|
Bibliographical noteCopyright 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
- self-regulated learning