Puzzle-Solving Activity as an Indicator of Epistemic Confusion.

When students perform complex cognitive activities, such as solving a problem, epistemic emotions can occur and influence the completion of the task. Confusion is one of these emotions and it can produce either negative or positive outcomes, according to the situation. For this reason, considering confusion can be an important factor for educators to evaluate students' progression in cognitive activities. However, in digital learning environments, observing students' confusion, as well as other epistemic emotions, can be problematic because of the remoteness of students. The study reported in this article explored new methodologies to assess emotions in a problem-solving task. The experimental task consisted of the resolution of logic puzzles presented on a computer, before, and after watching an instructional video depicting a method to solve the puzzle. In parallel to collecting self-reported confusion ratings, human-computer interaction was captured to serve as non-intrusive measures of emotions. The results revealed that the level of self-reported confusion was negatively correlated with the performance on solving the puzzles. In addition, while comparing the pre- and post-video sequences, the experience of confusion tended to differ. Before watching the instructional video, the number of clicks on the puzzle was positively correlated with the level of confusion whereas the correlation was negatively after the video. Moreover, the main emotions reported before the video (e.g., confusion, frustration, curiosity) tended to differ from the emotions reported after the videos (e.g., engagement, delight, boredom). These results provide insights into the ambivalent impact of confusion in problem-solving task, illustrating the dual effect (i.e., positive or negative) of this emotion on activity and performance, as reported in the literature. Applications of this methodology to real-world settings are discussed.

Using concept maps and goal-setting to support the development of self-regulated learning in a problem-based learning curriculum.

Problem-based learning (PBL) in medical education focuses on preparing independent learners for continuing, self-directed, professional development beyond the classroom. Skills in self-regulated learning (SRL) are important for success in PBL and ongoing professional practice. However, the development of SRL skills is often left to chance. This study presents the investigated outcomes for students when support for the development of SRL was embedded in a PBL medical curriculum. This investigation involved design, delivery and testing of SRL support, embedded into the first phase of a four-year, graduate-entry MBBS degree. The intervention included concept mapping and goal-setting activities through iterative processes of planning, monitoring and reflecting on learning. A mixed-methods approach was used to collect data from seven students to develop case studies of engagement with, and outcomes from, the SRL support. The findings indicate that students who actively engaged with support for SRL demonstrated increases in cognitive and metacognitive functioning. Students also reported a greater sense of confidence in and control over their approaches to learning in PBL. This study advances understanding about how the development of SRL can be integrated into PBL.