Page 88 - Štemberger Tina, Čotar Konrad Sonja, Rutar Sonja, Žakelj Amalija. Ur. 2022. Oblikovanje inovativnih učnih okolij. Koper: Založba Univerze na Primorskem
P. 88
ko Rajović
administered electric shocks, rather than to be left alone with their thoughts
(Wilson et al. 2014). Interestingly, boredom induction results in significantly
higher cortisol levels than an induction of other states with negative affect,
such as sadness (Merrifield and Danckert 2014). Zakay (2014) suggests that
perceived slowing of time is a signal which alerts the executive system that
resources should be recruited in order to cope with the hazardous state. In
that sense, when information processing load is below an optimal level in a
certain individual, a feeling of boredom is raised (Zakay 2014). The relevant
question to be raised here is: What is the optimal information processing
level and how much has it changed over the past decades?
It becomes clear that an adequate learning and knowledge acquiring
method, which could successfully engage the child’s attention, is highly
needed. The method that is dynamic, interactive, requiring faster informa-
tion processing and enabling higher frequency of stimulation. If boredom
is the kind of experience we want to avoid, what kind of experience do we
strive toward? This would be the state experientially opposite to boredom,
with the lost awareness of self and time. This mode of functioning exists and
is known as the flow (Fullagar and Kelloway 2009). In a free play, children
easily enter the flow state. However, in school it is often not the case, and
therefore it is of great importance to encourage the state of flow in the class-
room, on a regular basis. Proper and well-designed use of ICT in classroom
could bring great benefit to child’s well-being and the much needed, and
rarely met, desire to have their attention fully engaged.
Conclusion
Some valuable insights were gained from the study. The obtained results
have encouraged us to conduct a longitudinal study, so a larger perspective
could be gained of the issues regarding pupils’ opinion on the use of new
technologies and learning methods.
The problem of boredom and attentional shift go far beyond the education
context. Children get bored more frequently and more rapidly. Issues regard-
ing impulsivity, cognitive control, attention, patience and delayed gratifica-
tion must be understood in the light of the emerging problems. Although
boredom, as such, could be beneficial (as a way of fostering creativity) and
children should experience it, from time to time, it may be unbearable for
those who are born and raised in an over-stimulating environment. Instead
of perusing some creative action as a response to boredom, those children
are highly frustrated by it.
The function of the school is to prepare a child for life and the education
88
administered electric shocks, rather than to be left alone with their thoughts
(Wilson et al. 2014). Interestingly, boredom induction results in significantly
higher cortisol levels than an induction of other states with negative affect,
such as sadness (Merrifield and Danckert 2014). Zakay (2014) suggests that
perceived slowing of time is a signal which alerts the executive system that
resources should be recruited in order to cope with the hazardous state. In
that sense, when information processing load is below an optimal level in a
certain individual, a feeling of boredom is raised (Zakay 2014). The relevant
question to be raised here is: What is the optimal information processing
level and how much has it changed over the past decades?
It becomes clear that an adequate learning and knowledge acquiring
method, which could successfully engage the child’s attention, is highly
needed. The method that is dynamic, interactive, requiring faster informa-
tion processing and enabling higher frequency of stimulation. If boredom
is the kind of experience we want to avoid, what kind of experience do we
strive toward? This would be the state experientially opposite to boredom,
with the lost awareness of self and time. This mode of functioning exists and
is known as the flow (Fullagar and Kelloway 2009). In a free play, children
easily enter the flow state. However, in school it is often not the case, and
therefore it is of great importance to encourage the state of flow in the class-
room, on a regular basis. Proper and well-designed use of ICT in classroom
could bring great benefit to child’s well-being and the much needed, and
rarely met, desire to have their attention fully engaged.
Conclusion
Some valuable insights were gained from the study. The obtained results
have encouraged us to conduct a longitudinal study, so a larger perspective
could be gained of the issues regarding pupils’ opinion on the use of new
technologies and learning methods.
The problem of boredom and attentional shift go far beyond the education
context. Children get bored more frequently and more rapidly. Issues regard-
ing impulsivity, cognitive control, attention, patience and delayed gratifica-
tion must be understood in the light of the emerging problems. Although
boredom, as such, could be beneficial (as a way of fostering creativity) and
children should experience it, from time to time, it may be unbearable for
those who are born and raised in an over-stimulating environment. Instead
of perusing some creative action as a response to boredom, those children
are highly frustrated by it.
The function of the school is to prepare a child for life and the education
88
