The Definition, Assessment, and Mitigation of State Boredom Within Educational Settings: A Comprehensive Review |
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| Authors: | Jennifer J Vogel-Walcutt Logan Fiorella Teresa Carper and Sae Schatz |
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| Institution: | (1) University of Central Florida, Institute for Simulation and Training, Orlando, FL, USA; |
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| Abstract: | Mitigating the situational factors that give rise to state boredom is a consistent challenge facing educators. Despite the
growing amount of literature devoted to the construct, the field has yet to arrive at a consensus regarding a clear theoretical
or operational definition. Subsequently, inconsistencies exist in the assessment methodologies, research findings lack generalizability,
and strategies for mitigation in educational settings remain elusive. In this cross-disciplinary analysis, the extant literature
on state boredom is critically reviewed and synthesized, and a two-dimensional definition of state boredom as an unpleasant
(subjective), low-arousal (objective) experience is proposed. Findings from the technological advances of the last decade
that allow for the objective measurement of physiological states are used to inform recommendations for empirically sound
assessment methodologies. Finally, the proposed definition of state boredom and related assessment strategies are discussed
with respect to implications for enhancing educational practices. |
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