I doubt, therefore I learn. How to use confusion to foster deeper learning and students’ confidence in online learning environments

Diplôme Master I doubt, therefore I learn. How to use confusion to foster deeper learning and students’ confidence in online learning environments eng 2022 author Aminian Djamileh 500514 Technologies de formation et apprentissage (TECFA) director Molinari Gaëlle 809405 Technologies de formation et apprentissage (TECFA) The purpose of this research was to examine the influence of a confusion-based instructional design in online learning environments on learning outcomes and learners’ confidence. This proposition of instructional design is an implantation of D’Mello and Graesser’s Zone of Optimal Confusion (2012). This model offers a theoretical framework to optimize the learning process by inducing a type of confusion that fosters deeper and more sustainable learning. We recruited university students to follow an e-learning course on First Aid. Participants were tested on knowledge before and after following the course, either in a classic direct instruction or in a confusion-based design. They also reported on emotions and an Error Orientation Questionnaire to determine what factors influence the response a specific design. Despite strong learning gains in both conditions, results showed no significant differences between the two designs. Suggestions for further research are discussed. Epistemic emotions Confusion Learning strategies Instructional Design Error Orientation Style Dewey 371.33 Master of Science in Learning and Teaching Technologies (MALTT) 110 Technologies de formation et apprentissage 73 false 631 Technologies de formation et d'apprentissage (TECFA) 3d46af02-5b06-4e18-91f2-89687452ec2f Master thesis Public Aminian2022.pdf 1402652 application/pdf 45bca0af0599f0aca5f7e5582afec69db9326f519fdeddcbce0b09a0f4056152 openAccess Faculté de psychologie et des sciences de l'éducation / Technologies de formation et apprentissage

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I doubt, therefore I learn. How to use confusion to foster deeper learning and students’ confidence in online learning environments				2022	27	186

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