Computer‐based learning enhanced by surprise: an evolutionary psychological model
| Published date | 22 August 2007 |
| Date | 22 August 2007 |
| DOI | https://doi.org/10.1108/13287260710817674 |
| Pages | 30-45 |
| Author | Ned Kock |
| Subject Matter | Information & knowledge management |
Computer-based learning
enhanced by surprise: an
evolutionary psychological model
Ned Kock
Division of International Business and Technology Studies,
Texas A&M International University, Laredo, Texas, USA
Abstract
Purpose – The purpose of this research is to discuss a variety of empirical findings suggesting that
surprise is positively related with enhanced memory recall. This opens the door for the assumption
that surprising stimuli can be used in a controlled way to enhance learning.
Design/methodology/approach – A predictive model based on a Darwinian interpretation of this
phenomenon is proposed. The model is coined CLEBS, which stands for “computer-based learning
enhanced by surprise”.
Findings – A discussion on how the model can be tested is provided in the context of a
finance-oriented Web-based learning task, where subjects learn about investment instruments such as
stocks and bonds.
Originality/value – Important implications are discussed, including possible applications in a
variety of areas of interest to organizations in general.
Keywords Learning processes,Evolution, Developmentalpsychology, Computer based learning
Paper type Research paper
Introduction
The advent of the Internet and the Web have been immediately followed by a growing
need to provide instruction in a time-disconnected and geographically independent
manner; a need that was perhaps fueled by the widespread use of Web-based
applications seen particularly after the mid-1990 s. Incre asing economic globaliza tion
has increased that need even more. This has provided the background for a variety of
computer-mediated learning initiatives (Day et al., 2004; Lee et al., 2004), often aimed at
delivering content through the Web that could be accessed at any time and from any
place.
In spite of the potential flexibility and cost reductions that it often brings about,
computer-mediated learning has had many detractors (Calvert, 2005). One of the chief
reasons for the opposition to computer-mediated learning is the perception that
computer media are not rich enough to enable knowledge and information transfer
with the same levels of effectiveness as face-to-face content delivery does (Hirs chheim,
2005). The key point made is that computer media suppresses key face-to-face
communication elements that are important for effective learning. Some examples are
The current issue and full text archive of this journal is available at
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The author would like to thank Ruth Chatelain-Jardon for her comments on a previous version of
this paper. Thanks are also due to Achim Schutzwohl for ideas and suggestions regarding
possible links between surprise and cognition, as well as underlying evolutionary psychology
mechanisms, provided to the author during the 2005 annual meeting of the Human Behavior and
Evolution Society. All errors are the sole responsibility of the author.
JSIT
9,1
30
Journal of Systems and Information
Technology
Vol. 9 No. 1, 2007
pp. 30-45
qEmerald Group Publishing Limited
1328-7265
DOI 10.1108/13287260710817674
the feedback immediacy and non-verbal communication cues present in face-to-face
communication. This point is closely aligned with the claims of a widely cited theory of
communication media effects on human behavior, known as media richness t heory
(Daft and Lengel, 1986).
Rarely one sees the argument that computer-mediated content delivery, in and of
itself, enhances learning. In fact, those who argue in favor of computer-mediated
learning initiatives often build on the argument that there are no signific ant differences
in learning effectiveness between computer-mediated and face-to-face modes of
instruction. The argument has been dubbed the “no significant difference” perspective
on computer-mediated learning (Summers et al., 2005). It has been supported by
comparative empirical studies where learning effectiveness is measured through the
learners’ performance in content-related tests (Newlin et al., 2005).
Recently, some challenges to the media richness theory have been proposed that
build on what some would see as a peculiar basis, namely a Darwinian basis (Kock,
2004, 2005). This paper proposes a theoretical model that follows a similar path, in that
it suggests that there is something that has a Darwinian basis, which is unrelated to a
communication medium’s richness, and that can nevertheless have an effect on a
computer-mediated communication medium’s ability to facilitate the conveyance of
knowledge and information. The element in question is the extent to which a
computer-mediated medium, through the addition of certain features, can elicit
surprise from individuals using the medium for learning.
The literature on surprise and learning is reviewed here, including the literature on
the phenomenon known as “flashbulb memorization”. That is followed by the
discussion of two cognitive interpretations of the link between surprise and enhanced
memorization, and thus learning. One of those cognitive interpretations has a rehearsal
and the other a Darwinian basis. The latter interpretation’s discussion sets the stage
for the development of a theoretical model of computer-based learning enhanced by
surprise (CLEBS). A discussion on how the CLEBS model can be tested is given in the
context of a generic Web-based learning task addressing investment instruments (e.g.,
stocks, bonds, mutual funds etc.). The paper concludes with a discussion of limitations
and practical applications of the model.
Surprise and learning
Surprise can be defined as a state of mind caused by the discrepancy between an actual
event, occurring in a particular context, and what an individual would expect to have
happened in that context (Meyer et al., 1997). That is, the level of unpredictability of an
event in a particular context needs to be above a certain threshold for a surprise
response to be elicited. The surprise response usually involves key physiological
reactions, e.g. a heart beat increase.
Surprise has been found to have a strong effect on memory retention and accuracy,
and thus likely on learning. The phenomenon associated with enhanced memorization
of contextual information surrounding surprising events has been dubbed “flashbulb”
memorization (Brown and Kulik, 1977; Edery-Halpern and Nachson, 2004). Flashbulb
memories are often associated with high emotional discharges, and linked to what ha s
been termed the “binding hypothesis”. That hypothesis essentially claims that
“emotional reactions trigger binding mechanisms that link an emotional event to
Computer-based
learning
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