We've won the war on boredom! If you have a smartphone in your pocket, a game console in the living room, a Kindle in your backpack and an iPad in the kitchen, you never need to suffer a minute without stimulation. Yay!

But wait—we might be in dangerous territory. Experts say our brains need boredom so we can process thoughts and be creative. I think they're right. I've noticed that my best ideas always bubble up when the outside world fails in its primary job of frightening, wounding or entertaining me.

Let's call it contemplation, or calm, instead of boredom.

You don't understand something until you think it's obvious.

To better understand how these brain regions influence active versus passive learning, Voss designed an experiment that required participants to memorize an array of objects and their exact locations in a grid on a computer monitor. A gray screen with a window in it revealed only one object at a time. The "active" study subjects used a computer mouse to guide the window to view the objects.

"They could inspect whatever they wanted, however they wanted, in whatever order for however much time they wanted, and they were just told to memorize everything on the screen," Voss said. The "passive" learners viewed a replay of the window movements recorded in a previous trial by an active subject.

Then participants were asked to select the items they had seen and place them in their correct positions on the screen. After a trial, the active and passive subjects switched roles and repeated the task with a new array of objects.

Imagine history where a battle field is presented via an animation and you have the ability to move around your vantage point within the animation. Now, it is a lot of trouble to create the animation. But students studying the animation by moving around inside of it would learn more. Or picture organic chemistry where the reactions occur in animation where you can run the reaction forward or backward and from different vantage points.

Watching from different vantage points is not effective if you do not have control over where you watch from.

The study found significant differences in brain activity in the active and passive learners. Those who had active control over the viewing window were significantly better than their peers at identifying the original objects and their locations, the researchers found. Further experiments, in which the passive subjects used a mouse that moved but did not control the viewing window, established that this effect was independent of the act of moving the mouse.