Inducing and tracking confusion with contradictions during critical thinking and scientific reasoning

Authors:
Blair Lehman;Sidney K. D'Mello;Amber Chauncey Strain;Melissa Gross;Allyson Dobbins;Patricia Wallace;Keith Millis;Arthur C. Graesser
Affiliations:
Institute for Intelligent Systems, University of Memphis, Memphis, TN;Institute for Intelligent Systems, University of Memphis, Memphis, TN;Institute for Intelligent Systems, University of Memphis, Memphis, TN;Institute for Intelligent Systems, University of Memphis, Memphis, TN;Institute for Intelligent Systems, University of Memphis, Memphis, TN;Department of Psychology, Northern Illinois University, Dekalb, Illinois;Department of Psychology, Northern Illinois University, Dekalb, Illinois;Institute for Intelligent Systems, University of Memphis, Memphis, TN
Venue:
AIED'11 Proceedings of the 15th international conference on Artificial intelligence in education
Year:
2011

Citing 6
Cited 2

Prompting, feedback and error correction in the design of a scenario machine

International Journal of Man-Machine Studies
Emotions and Learning with AutoTutor

Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
Empirically building and evaluating a probabilistic model of user affect

User Modeling and User-Adapted Interaction
ITSPOKE: an intelligent tutoring spoken dialogue system

HLT-NAACL--Demonstrations '04 Demonstration Papers at HLT-NAACL 2004
Emotion Sensors Go To School

Proceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
Adapting to Student Uncertainty Improves Tutoring Dialogues

Proceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling

Automatic evaluation of learner self-explanations and erroneous responses for dialogue-based ITSs

ITS'12 Proceedings of the 11th international conference on Intelligent Tutoring Systems
Interventions to regulate confusion during learning

ITS'12 Proceedings of the 11th international conference on Intelligent Tutoring Systems

Quantified Score

Hi-index	0.00

Visualization

Abstract

Cognitive disequilibrium and its affiliated affective state of confusion have been found to be beneficial to learning due to the effortful cognitive activities that accompany their experience. Although confusion naturally occurs during learning, it can be induced and scaffolded to increase learning opportunities. We addressed the possibility of induction in a study where learners engaged in trialogues on critical thinking and scientific reasoning topics with animated tutor and student agents. Confusion was induced by staging disagreements and contradictions between the animated agents, and the (human) learners were invited to provide their opinions. Self-reports of confusion and learner responses to embedded forced-choice questions indicated that the contradictions were successful at inducing confusion in the minds of the learners. The contradictions also resulted in enhanced learning gains under certain conditions.