Exploratory behavior in active learning: A between- and within-person examination

Hardy, Jay H.; Day, Eric Anthony; Hughes, Michael G.; Wang, Xiaoqian; Schuelke, Matthew J.

doi:10.1016/j.obhdp.2014.06.005

Cited by 24 publications

(31 citation statements)

References 90 publications

(152 reference statements)

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“…Participants then completed 14 sessions, each consisting of two 4-min trials (i.e., 28 trials total). The length of the trials was chosen based on previous research using UT2004 (e.g., Hughes et al, 2013;Hardy et al, 2014Hardy et al, , 2019b. Performance across the trials was collapsed into 14 measurement occasions (i.e., an average of the performance across each pair of two trials), as is consistent with previous studies using discontinuous growth curve modeling (e.g., Lang and Bliese, 2009;Niessen and Jimmieson, 2016;Howe, 2019).…”

Section: Methodsmentioning

confidence: 99%

“…The edges allowed players to fall over the end of the map, leading to their own self-destruction. The game characteristics for the preand post-change trials were the similar to those used by Hardy et al (2014) to measure analogical and adaptive transfer performance, respectively. Following the 14th session, participants were debriefed.…”

Section: Methodsmentioning

confidence: 99%

“…The experimental task used was Unreal Tournament 2004 (UT2004; EPIC Games, 2004), a commercially available firstperson shooter computer game that has also been used in previous research on self-regulated learning, complex SA, and adaptive performance (Hughes et al, 2013;Hardy et al, 2014).…”

Section: Performance Taskmentioning

confidence: 99%

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Keeping Calm and Carrying On: Relating Affect Spin and Pulse to Complex Skill Acquisition and Adaptive Performance

et al. 2020

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The purpose of this laboratory study involving repeated measures of emotion as 214 undergraduates (58.4% male) learned a complex video game was to address the need for empirical research on dynamic personality constructs by examining how two aspects of affect variability-spin and pulse-explain variance in skill acquisition and adaptive performance. Spin refers to within-person fluctuations in affect pleasantness and activation potential. Pulse refers to within-person fluctuations in affect intensity. Despite research showing high affect variability reflects a personality profile of heighted reactivity to emotionally charged events and poor adjustment, little empirical research has examined their relationships with behavioral outcomes, much less aspects of skilled performance. Compared to traditional measures of personality, which yield weak effects for predicting acquisition and adaptive performance, measures of affect variability hold considerable promise because they, like performance, reflect dynamic within-person phenomena. Accordingly, the main question addressed by this study was whether spin and pulse incrementally explain acquisition and adaptive performance beyond Big Five measures of personality. In general, we expected harmful, incremental effects for both spin and pulse, and hypothesized two mechanisms for these harmful effects: (1) by undermining effort and (2) by undermining the effort-performance relationship. Using a task-change paradigm and discontinuous growth modeling that disentangled adaptation from acquisition, results showed that affect variability, independent of the Big Five, produced harmful effects via both hypothesized mechanisms. Participants higher in affect spin and pulse showed less sustained effort across performance sessions and exhibited lower performance. Furthermore, the harmful effects of spin and pulse were stronger in adaptation compared to acquisition, with pulse showing stronger direct effects on performance during adaptation and spin moderating the effort-performance relationship such that effort was only beneficial during adaptation for those lower in spin. In light of these results, one might question the common advice "keep calm and carry on," which may not be viable for persons high in affect variability. Accordingly, results are discussed in terms of the need to better understand the specific mediating processes by which high affect variability undermines success across a variety of learning and performance contexts.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Keeping Calm and Carrying On: Relating Affect Spin and Pulse to Complex Skill Acquisition and Adaptive Performance

et al. 2020

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“…[(p. 77, Loewenstein, 1994)] This perspective has been vindicated thus far by the fact that researchers have been able to find theoretical utility in specific curiosity as a motivating factor compelling individuals to resolve perceived limitations in their capability (Litman & Jimerson, 2004), particularly given the ease with which it can be integrated into control theory perspectives of human behavior (e.g., Hardy, Day, Hughes, Wang, & Schuelke, 2014).…”

Section: Theoretical Implicationsmentioning

confidence: 99%

Outside the box: Epistemic curiosity as a predictor of creative problem solving and creative performance

Hardy

Ness

Mecca

2017

Personality and Individual Differences

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163

114

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“…The second way in which learners approach complexity is by exploring and attempting task strategies via trial-and-error (Sweller, 2006). Hardy and colleagues (Hardy et al, 2014(Hardy et al, , 2018; have shown that exploration is positively related to learning outcomes in a learner-controlled, game-based environment. After accounting for cognitive ability and prior experience with videogames, exploration is expected to prompt the discovery of effective performance strategies.…”

Section: Active Learning Theorymentioning

confidence: 99%

The Role of Epistemic Curiosity in Game-Based Learning: Distinguishing Skill Acquisition From Adaptation

Huck

Day

et al. 2020

Simulation & Gaming

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Background Videogames are emerging as increasingly popular tools for training complex skills, in part due to their potential for improving the transfer of learning to changing demands. One caveat is that training outcomes are primarily influenced by a learner’s capability and willingness to engage in adaptive learning processes. The present study examined the role of epistemic curiosity as a predisposition for seeking information and resolving gaps in knowledge. Method Using a game-based learning environment with strong cognitive and perceptual-motor demands, we tested the effects of interest- and deprivation-type epistemic curiosity on performance during skill acquisition and adaptation to unforeseen change. A task-change paradigm and piecewise latent trajectory model disentangled the effects on performance trajectories corresponding to skill acquisition and adaptation. Results Interest-type epistemic curiosity, but not deprivation-type, was positively related to baseline performance, even after controlling for cognitive ability and videogame experience. Moreover, the positive effect of interest-type epistemic curiosity on post-change performance (i.e., adaptation) was fully mediated by pre-change performance. Discussion These findings indicate that interest-type epistemic curiosity is particularly important in the earlier phases of learning, but explains little variability in adaptive performance beyond its direct influence on performance acquired prior to change. This research speaks to the roles of individual differences in cognition and motivation during game-based learning.

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Exploratory behavior in active learning: A between- and within-person examination

Cited by 24 publications

References 90 publications

Keeping Calm and Carrying On: Relating Affect Spin and Pulse to Complex Skill Acquisition and Adaptive Performance

Keeping Calm and Carrying On: Relating Affect Spin and Pulse to Complex Skill Acquisition and Adaptive Performance

Outside the box: Epistemic curiosity as a predictor of creative problem solving and creative performance

The Role of Epistemic Curiosity in Game-Based Learning: Distinguishing Skill Acquisition From Adaptation

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