Focal Interest
Focal Interest

Boredom

  1. Micro:bit activities improved self-perceived CT knowledge and attitudes
    Study of how micro:bit-based computational thinking activities affect pre-service mathematics teachers' content knowledge, attitudes, and emotions toward teaching K-12 mathematics.
  2. Affective activation and boredom relate to learning in tutoring
    Multimodal study of emotional dynamics in intelligent tutoring systems shows initial boredom shapes learning, and high physiological activation impairs knowledge retention.
  3. Perceived proficiency shapes emotions and speech fluency
    Study examining how Chinese EFL learners' perceived English proficiency influences task anxiety, enjoyment, boredom, and resulting speech fluency in oral tasks.
  4. Teacher boredom and learner boredom reinforce each other
    Dynamic analysis of bidirectional feedback loops between perceived teacher boredom, learner boredom, and L2 writing motivation over 10 days among EFL learners and teachers.
  5. Different boredom types relate differently to engagement and performance
    Examination of trait-, class-, and study-related academic boredom among university students reveals distinct associations with self-regulation, critical thinking, and academic outcomes.
  6. Conflictual dialogue did not improve story ratings
    Research challenges the creative writing principle that conflictual dialogue improves stories. Two experiments found no significant difference in perceived quality or audience response with.