Confusion can be beneficial for learning: study
Most of us assume that confidence and certainty are preferred over uncertainty and bewilderment when it comes to learning complex information. But a new study led by Sidney D’Mello of the University of Notre Dame shows that confusion when learning can be beneficial if it is properly induced, effectively regulated and ultimately resolved.
The study will be published in a forthcoming issue of the journal Learning and Instruction.
Notre Dame psychologist and computer scientist D’Mello, whose research areas include artificial intelligence, human-computer interaction and the learning sciences, together with Art Graesser of the University of Memphis, collaborated on the study, which was funded by the National Science Foundation.