Personality
Do emotional ups and downs hurt learning a hard new skill?
Open access · cc by · source: Europe PMC
Students whose emotions swung more while learning a fast video game kept up less effort over time and performed worse, especially after the game suddenly got harder.
Study at a glance
- Design
- Human experiment — Single-session repeated-measures lab study: all participants played a first-person shooter game for 14 sessions with an unannounced increase in difficulty after session 7; affect spin and pulse were measured, not manipulated, and analysed with discontinuous growth models
- N
- N=214 · 214 undergraduates analysed after 18 of 232 were excluded for incomplete data, flat performance or not following instructions
- Population
- Undergraduate psychology students at a large public university in the south-western United States
- Outcome
- Self-reported task effort and game performance (kills, deaths and rank) across sessions before and after the task change
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Key findings
Spin and pulse did not predict how much effort people put in at the start, but people higher in either showed a steeper decline in effort across sessions. Both were linked to lower performance (correlations of about −0.16 for spin and −0.23 for pulse). After the task change, effort helped performance only for people low in spin; for those high in spin, trying harder did not pay off. Pulse's negative link with performance grew stronger during the post-change sessions, and these effects held over and above emotional stability and the other Big Five traits.
Methodology
Undergraduates learned to play the video game Unreal Tournament 2004 over 14 short sessions, rating their emotions and their effort after each session. Halfway through, without warning, the game switched to a bigger map with more and tougher opponents, so the researchers could separate learning the skill (acquisition) from coping with change (adaptation). From the repeated emotion ratings they calculated each person's affect spin (how much their feelings jumped between pleasant/unpleasant and calm/aroused states) and affect pulse (how much the intensity of their feelings varied). Growth-curve models tested whether spin and pulse predicted effort and performance after controlling for the Big Five, ability test scores, gender and gaming experience.
Limitations
Spin and pulse were measured rather than manipulated, so the study cannot show that emotional variability causes lower effort or performance; a third factor could drive both. Effort was self-reported and may not reflect real on-task attention, and the proposed mechanisms (strain, emotion regulation, off-task thinking) were never measured directly. Several hypotheses were unsupported or only weakly supported, and the fast, competitive game with cash-prize lotteries may exaggerate emotional effects compared with calmer learning settings. The sample was young students from one university, and large gender differences in game performance complicate generalisation.
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