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Jun 27, 2018 · When it does occur, ensuring the confusion leads to a productive outcome is more challenging as it requires the students themselves resolving the disequilibrium, a timely intervention from a teacher, or in a way that can be automatically supported in a digital learning environment.
- How to Apply Erikson’s Theory in Instruction
- Initiative vs. Guilt
- Industry vs. Inferiority
- Identity vs. Role Confusion
According to Erik Erikson's theory of psychosocial development, each individual's psyche is shaped through a series of conflicts called developmental crises. Three of these crises occur during childhood and adolescence, which means that teachers who believe in Erikson's theory should focus on these crises to ensure that students develop healthy, fu...
Give children the opportunity to make choices and act upon those choices. Because the crisis of initiative vs. guilt determines whether a child learns to plan activities on her own or comes to associate self-directed behavior with punishment, she must have the opportunity to make decisions. Provide a portion of the day when children can choose thei...
Allow students the opportunity to set realistic goals. Have them create academic and personal goals for each quarter and revisit those goals every few weeks to monitor their own progress. Break down each assignment into parts so the students can learn how to set time management goals. For instance, instead of collecting all parts of a project at on...
Provide a variety of positive role models for students. Adolescence is a time of discovering one's own identity. A teenager who successfully navigates the crisis of identity vs. role confusion will be able to answer the question, "Who am I?" with confidence. Provide a series of role models to give students a potential identity model. Teach students...
Jun 28, 2018 · Challenges in the learning process are however, particularly difficult to detect and respond to in educational environments where growing class sizes and the increased use of digital technologies ...
Oct 1, 2019 · When Liu et al. (2013) investigated the relation between the duration of confusion and learning, they also investigated the relation between the duration of frustration and learning and found that these two sets of patterns (confusion duration → learning, frustration duration → learning) looked very similar. Longer confusion or frustration was associated with poorer outcomes; brief ...
- J. Elizabeth Richey, Juan Miguel L. Andres-Bray, Michael Mogessie, Richard Scruggs, Juliana M.A.L. A...
- 2019
Craig et al. conducted an observational study in which confusion among other affective states (i.e., boredom, eureka, flow, frustration, and neutral) were observed during a learning session with an intelligent tutoring system. Of the observed affective states, confusion and flow displayed significant positive correlates with learning.
- scraig@memphis.edu
Apr 12, 2018 · ‘So, it does cause quite a bit of a different problem when you don't have that same sort of nuanced intervention that a teacher can provide in a live classroom.' The role of student confidence. This research also explored the association between students' confidence and the challenge they experience while undertaking learning tasks.
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Feb 1, 2014 · There is considerable empirical evidence to support the claim that confusion is prevalent during complex learning. Most compelling is the fact that confusion was the second (out of 15) most frequent emotion in a recent meta-analysis of 21 studies from the literature that systematically monitored the emotions of 1430 learners over the course of 1058 h of interactions with a range of learning ...
