Confusion can be beneficial for learning.

By S. D’Mello, Blair A. Lehman, Reinhard Pekrun, A. Graesser. 2014

755 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/4ad7073d34b95986430c8fd9f9ba38f94c5aa500

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In Artificial Intelligence

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Large Language Models in Medical Education: Opportunities, Challenges, and Future Directions (2023, background): “According to a study conducted by D'Mello and colleagues [55], students who engaged with a virtual tutor that imitated human-like emotional behavior demonstrated superior learning outcomes compared to those who engaged with a virtual tutor that lacked such behavior.”
The Discrepancy-Induced Source Comprehension (D-ISC) Model: Basic Assumptions and Preliminary Evidence (2017, background): “The controversial content would not become coactivated in working memory (Kendeou & O’Brien, 2014), making it unlikely that the reader experiences cognitive conflict (D’Mello et al., 2014; Otero, 2002; van den Broek & Kendeou, 2008).”
Pedagogical Agents: Back to the Future (2018, positive): “Creating affect-sensitive pedagogical agents attests to the growing recognition of the central role that emotion plays in learning (Baker et al. 2010; D’Mello et al. 2014; Pekrun et al. 2002; Pekrun 2011) and the importance of designing learning environments that respond to student affect (Rai et al”
Identity and Epistemic Emotions During Knowledge Revision: A Potential Account for the Backfire Effect (2016, background): “, anxiety, confusion) and physiological measures, such as analysis of electrocardiograms or facial expressions (Daley, Willet, & Fischer, 2014; D’Mello et al., 2014).”
The Role of Epistemic Emotions in Personal Epistemology and Self-Regulated Learning (2018, background): “However, the development of such interventions cannot proceed without the creation of learning material designed to arouse optimal and beneficial levels of surprise, curiosity, and confusion (D’Mello et al., 2014).”
Learner Engagement in Blended Learning Environments: A Conceptual Framework (2019, background): “Possibly, engagement indicators function differently at the activity and course levels: Confusion noted in real time might be an indicator of focused engagement (D’Mello et al., 2014), but confusion recalled later (e.”