However, research reveals that uncertainty may be a beneficial thing at times—an vital step toward learning. Boredom, on the other hand, was linked to reduced learning gains. Being confused is part of making sense of something new and different, which helps us understand what happened and why.
Confusion is not the same as boredom. When we are confused, we have questions and we try to find answers for them. Bored people don't do this; they just give up. The more questions you have after studying for an exam for example, the better you will do on it!
Confused people don't sit around thinking about nothing all the time either. If they did, they would never get anything done. No, they go out and explore what's around them, visit places known and unknown, try things out. Only then can they make more informed decisions about what next.
Being confused is useful because it means you're interested in finding out more about something. The more questions you have, the more you learn. As soon as you figure out what's going on, you stop being confused which means you stop learning.
Being confused is also a sign that you're aware that there's a lot about your subject matter that you don't know yet.
Over the last several years, scientists have accumulated a body of research suggesting that confusion may contribute to more efficient, deeper, and long-lasting learning—as long as it is appropriately controlled. However, when we hurry in with a response, we short-circuit this process of subliminal learning.
But, as is so frequently the case when it comes to learning, our intuitions are completely incorrect. Studies show that confusing information can trigger other parts of the brain to work harder, helping us extract relevant facts from the mass of information available to us.
Confusion has been shown to be beneficial for learning in different contexts. For example, one study showed that trying to understand why something happened can help you learn its consequences better. This makes sense: If you don't know why someone did something, then there are many possibilities; understanding part of the reason can help you narrow down the possibilities and make sure you're not forgetting anything important.
Additionally, confusion has been shown to be useful in teaching concepts or skills that might otherwise be difficult to grasp. For example, one study found that simply explaining the differences between correlation and causation can help students better understand correlations. This makes sense: If you can explain what causes something, then it's easier to understand what effects something has (i.e., what it correlates with).
Last, but certainly not least, confusion has been shown to be necessary for learning. One study found that trying to understand why things happen can help you learn their consequences better.
Confusion is a natural side effect of learning. If you ask people to learn something new, they will often experience difficulty understanding what is being taught and will make up their own ideas about the material. This is because learning something new is hard work: memories are reconstructed by making connections between pieces of information, so understanding something new requires making these connections too. This can lead to some confusing results -- such as when someone asks you why Pluto was removed from the Solar System map during class and you say "because it's a planet". But despite all this confounding, people find ways to adapt to change and achieve success in life.
In education, confusion is used as a tool for students to understand how knowledge or skills relate to each other and what concepts are important for them to remember. When students experience confusion, it means that they are actively thinking about what is being taught and trying to make sense of it. This is good; we want our students to be confused about certain topics to ensure that they are paying attention and not simply skipping over the material.