{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/125678"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/125678","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Metacognitive effects of confusion during learning: Continuous, real-time self-report methods and insights","abstract":"Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2026-08-01","abstract_html":"Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2026-08-01","abstract_has_math":false,"creators":["Hur, Paul"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Information Sciences","degree_department":null,"school":null,"contributors":["Twidale, Michael","Bosch, Nigel","Lane, Chad","D'Angelo, Cynthia"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-07-08","date_published":"2024-07-08","updated_at":"2026-07-22T22:25:02Z","subjects":["Confusion","Learning","Self-reports","Emotions During Learning"],"languages":["en","eng"],"rights":["Copyright 2024 Paul Hur"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/125678","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Twidale, Michael","Bosch, Nigel","Lane, Chad","D'Angelo, Cynthia"]},{"key":"dc:creator","label":"Author","values":["Hur, Paul"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2024-07-08","2024-08"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Information Sciences"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Confusion","Learning","Self-reports","Emotions During Learning"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2024 Paul Hur"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/125678"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2026-08-01","The student, Paul Hur, accepted the attached license on 2024-07-05 at 11:03.","The student, Paul Hur, submitted this Dissertation for approval on 2024-07-05 at 11:11.","This Dissertation was approved for publication on 2024-07-08 at 16:20.","DSpace SAF Submission Ingestion Package generated from Vireo submission #20885 on 2025-02-04 at 21:16:11","Confusion is a complex yet common student experience with cognitive, motivational, and emotional attributes that can be either beneficial or detrimental to the learning process, depending on how it is managed by the student. Current research methods for understanding student confusion conventionally administer time-based, interval confusion self-report survey prompts alone, or in conjunction with affect data such as automatically analyzing eye gaze, facial expressions, or behavioral log data. In this dissertation, via an in-depth 14-student ethnographic study and a large-scale 280-student online experiment, I evaluate novel, continuous, real-time confusion self-report methods designed to be used while engaged in computer-based learning tasks. I examine how these methods could address the shortcomings of existing confusion detection methods. Notably, continuous, real-time confusion self-report methods enable the capture of granular (i.e., high data collection frequency) and rich (i.e., detailed changes to confusion intensities) grounded student confusion data, which can provide representations of confusion’s dynamic nature. This dissertation presents findings on the usability of these tools, including the differences between the physical and digital formats, as well as the implications for research methods and supporting student metacognitive processes. Ultimately, this dissertation takes a step towards developing confusion measurement methods which can accurately capture and depict the uniqueness of how individual students experience confusion when encountering difficulties during learning."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Metacognitive effects of confusion during learning: Continuous, real-time self-report methods and insights"]}]}],"canonical_facts":{"dc:contributor":["Twidale, Michael","Bosch, Nigel","Lane, Chad","D'Angelo, Cynthia"],"dc:creator":["Hur, Paul"],"dc:date":["2024-07-08","2024-08"],"dc:description":["Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2026-08-01","The student, Paul Hur, accepted the attached license on 2024-07-05 at 11:03.","The student, Paul Hur, submitted this Dissertation for approval on 2024-07-05 at 11:11.","This Dissertation was approved for publication on 2024-07-08 at 16:20.","DSpace SAF Submission Ingestion Package generated from Vireo submission #20885 on 2025-02-04 at 21:16:11","Confusion is a complex yet common student experience with cognitive, motivational, and emotional attributes that can be either beneficial or detrimental to the learning process, depending on how it is managed by the student. Current research methods for understanding student confusion conventionally administer time-based, interval confusion self-report survey prompts alone, or in conjunction with affect data such as automatically analyzing eye gaze, facial expressions, or behavioral log data. In this dissertation, via an in-depth 14-student ethnographic study and a large-scale 280-student online experiment, I evaluate novel, continuous, real-time confusion self-report methods designed to be used while engaged in computer-based learning tasks. I examine how these methods could address the shortcomings of existing confusion detection methods. Notably, continuous, real-time confusion self-report methods enable the capture of granular (i.e., high data collection frequency) and rich (i.e., detailed changes to confusion intensities) grounded student confusion data, which can provide representations of confusion’s dynamic nature. This dissertation presents findings on the usability of these tools, including the differences between the physical and digital formats, as well as the implications for research methods and supporting student metacognitive processes. Ultimately, this dissertation takes a step towards developing confusion measurement methods which can accurately capture and depict the uniqueness of how individual students experience confusion when encountering difficulties during learning."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/125678"],"dc:language":["en","eng"],"dc:rights":["Copyright 2024 Paul Hur"],"dc:subject":["Confusion","Learning","Self-reports","Emotions During Learning"],"dc:title":["Metacognitive effects of confusion during learning: Continuous, real-time self-report methods and insights"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Information Sciences"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:02Z"}