Epistemic Emotions as Drivers of Collaborative Learning: Exploring the Effects of Sociocognitive Conflict on Epistemic Emotions and Argumentative Knowledge Construction

• In Event: Epistemic Emotions: Their Role in Self-Regulated Learning and Learning Outcomes

Abstract

Cognitive conflict has been regarded as a core mechanism of knowledge construction (Piaget, 1952). Recent studies provide evidence that epistemic emotions such as surprise, curiosity, and confusion triggered by cognitive conflict can facilitate knowledge acquisition (D’Mello & Graesser, 2011; D’Mello, Lehmann, Pekrun & Graesser, 2012). However, the effect of socio-cognitive conflict on emotions and learning has been neglected so far. Socio-cognitive conflict is likely to occur during argumentative dialogue when two or more individuals try to reconcile different perspectives or try to find a solution to a complex problem (e.g. de Grave, Schmidt, & Boshuizen, 2001; Walton & Krabbe, 1995). Several studies reported substantial relations between argumentative structures in learners’ discourse and individual knowledge acquisition (Baker, 2003; Chinn, O’Donnell, & Jinks, 2000; Kuhn et al., 1997; Leitão, 2000). The aim of our study was to explore the role of epistemic emotions during argumentative knowledge construction in a computer-supported collaborative learning environment.

In an experimental setting, we examined learners’ emotions and knowledge construction in a technology-enhanced collaborative learning environment especially designed for medical education. N=125 undergraduate students (88% female; mean age 21.86 years, SD = 4.43) participated in the study. Learners’ task was to diagnose medical cases while collaborating with an online learning partner. The partner’s messages posted in the online discussion were standardized and used to realize different experimental conditions manipulating the experience of socio-cognitive conflict by agreeing with, or contradicting, participants’ diagnoses. Dependent variables related to epistemic emotions, conceptual change, content learning, and strategies to deal with conflicting perspectives on controversial medical topics. Knowledge generation was measured by analyzing students’ diagnoses pre and post collaboration phase. Epistemic emotions including surprise, curiosity, confusion, anxiety, frustration, boredom, and enjoyment were measured using self-report and observation of facial expressions using FaceReader.

Variance analyses and structural equation modeling was used to examine the experience of epistemic emotions as well as the learning process and outcome as a function of experimental condition (agreement vs. contradiction). In line with the study hypotheses, preliminary findings show that epistemic emotions such as surprise and confusion are triggered by socio-cognitive conflict. Further, the data are in line with studies reporting substantial relations between socio-cognitive conflict and individual knowledge acquisition. Preliminary findings from mediational analysis suggest that epistemic emotions function as mediators of the link between conflict and knowledge acquisition. In conclusion, our findings highlight socio-cognitive conflict as an antecedent of epistemic emotions and emphasize the role of epistemic emotions during argumentative knowledge generation.

Authors

• Elisabeth Meier, University of Munich

• Reinhard Pekrun, University of Essex

• Karsten Stegmann, University of Munich

• Frank Fischer, University of Munich

• Dr. Jeffrey Wiseman MD, McGill University