The idea that boredom can be beneficial for humans, especially for creativity, is something that should not occur in exam environments, lest students reach the point of failure. 

A study of boredom conducted by researchers at the University of Vienna in Austria on 5th to 10th grade students showed that boredom during exams occurred at a high level among students. The level of boredom rose during an exam when it lacked personal significance to the student, and was directly associated with a negative impact on exam results.

The researchers proposed a "abundance" hypothesis for this boredom, noting that boredom occurs when students are either in a state of excessive challenge (the exam is too difficult) or when the exam is less than necessary (the exam is too easy). 

According to a study published in the journal Science Alert, the abundance theory works as follows: If students do not face adequate challenges, completing the exam is a simple matter for them, which then leads to boredom - but scores are not negatively affected. On the other hand, excessive challenging of students and task difficulty also leads to boredom, resulting in depletion of cognitive resources and thus leading to lower scores.