Confusion can be beneficial for learning.

Autor/inn/en	D'Mello, Sidney; Lehman, Blair; Pekrun, Reinhard; Graesser, Art
Titel	Confusion can be beneficial for learning. Gefälligkeitsübersetzung: Verwirrung kann dem Lernen förderlich sein.
Quelle	In: Learning and instruction, (2014) 29, S. 153-170Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0959-4752; 1873-3263
DOI	10.1016/j.learninstruc.2012.05.003
Schlagwörter	Denken; Pädagogischer Transfer; Schlussfolgerung; Lernmethode; Naturwissenschaftlicher Unterricht; Aufgabe; Komplexität; Modell; Ungewissheit
Abstract	Examined the role of confusion in fostering deep learning and critical thinking. In Experiment 1, confusion was induced via a contradictory information manipulation. 63 college students (aged 18-50 years) engaged in multiturn trialogues with two animated conversational agents and attempted to detect flaws in sample research studies. Experiment 2 (76 college students aged 18-45 years) had a delayed contradiction manipulation to induce confusion, where the agents initially agreed with each other, but eventually started to express divergent views. Short explanatory reading texts were also provided as an intervention to potentially alleviate confusion. Learners' confusion levels were measured via retrospective affect judgment (Experiment 1) and online self-report (Experiment 2) along with accuracy of responses to forced-choice questions immediately following contradictory statements (both experiments). Learning was measured with multiple-choice posttests that assessed shallow knowledge of scientific reasoning concepts (both experiments) and with near and far transfer versions of a flaw detection task (Experiment 2). Results showed that learners who were confused by the contradictions were significantly more accurate at detecting flaws in transfer case studies than those in the control condition without contradictions. Overall results indicate that confusion can be effective in complex learning activities and that there might be some benefits to designing educational interventions that intentionally perplex learners. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3