Motivational Feedback Designs for Frustration in a Simulation-based Combat Medic Training Environment

Tutoring systems researchers have recognized the need to identify and address affective states that lead to disengagement in learning activities (Baker, D’Mello, Rodrigo, & Graesser, 2010; D’Mello, Lehman, & Graesser, 2011; D’Mello Strain, Olney, & Graesser, 2013; Forbes-Riley, Litman, Friedberg, 2011; Gee, 2004, 2007; Picard et al., 2004). Some affective states have relatively uncomplicated relationships with student learning outcomes – engaged concentration appears to be positively associated (Craig et al., 2004; Pardos et al., 2014) while boredom is negatively associated (Craig et al., 2004; Pardos et al., 2014). The affective state of frustration is more complex. Liu and colleagues (2013) have found that brief frustration is not problematic, but that extended frustration is associated with worse learning outcomes. Understanding how intelligent tutoring system can respond to frustration is likely to be an important aspect of future affect-sensitive learning environments (Picard et al., 2004).