Bibliographic record
Abstract
Productive failure is a learning paradigm that reverses the standard order of instruction by asking students to solve problems prior to learning the method to solve them. Despite going against intuitions that instruction should come first, this paradigm has been shown to be effective at engendering conceptual knowledge. To date, however, the role of student emotion in this paradigm has not been investigated. Student emotion influences students' learning outcomes, and while there are some exceptions, negative emotion typically interferes with student learning. This leads to a conundrum because productive failure has been shown to have a positive effect on learning, whereas the negative emotion that might be experienced while failing in the first stage of productive failure could have a detrimental effect. To address this, we investigate the presence of emotions in productive failure as well as their changes over time and their relations to learning outcomes. We found that productive failure elicits similar emotions as standard learning paradigms and that instructional activity has a significant effect on emotion. We did not however, find evidence for relations between emotions and learning.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".