Inducing And Interventing Socio-cognitive Conflict In Intelligent Tutoring System Environments

Socio-cognitive conflict is the contradictory state in the external environment that the individual perceives in the social interaction.It is a psychological process often appearing in the group learning process,which is closely related to the individual's knowledge gains.When learners find contradictory information in group learning,they first perceive the socio-cognitive conflict,then try to solve the conflict,achieve cognitive balance and gain learning benefit.Although theorists advocate the positive learning aftereffect of socio-cognitive conflict,not all learners' knowledge gains is benefited from it in educational practice.For example,the learner dose not find contradictory information in the discovery or induction stage,or fails to resolve the conflict effectively in the resolution stage,both of which may limit the positive impact of socio-cognitive conflict.Therefore,it is necessary to reveal the relationship between socio-cognitive conflict and knowledge gains,to explain the different effects of socio-cognitive conflict.Compared with group learning in real life,Multi-agent Intelligent Tutoring system is more controllable and popularized,which is a teaching system to improve learning by acquiring cognitive and emotional adaptability in interaction with multiple teaching agents,as well as individualized teaching guidance and scaffolding.Therefore,this study intends to explore the impact mechanism of its impact on learning outcomes from the two stages of induction and resolution of socio-cognitive conflicts,which is based on the experimental method in Multi-agent Intelligent Tutoring system,mainly involving the following two aspects:Study One:the induction of socio-cognitive conflicts and its learning aftereffect were explored.First,we examined the evoked effects and post-learning effects of contradictory information scripts on socio-cognitive conflicts;then,we further explored the internal mechanisms induced by socio-cognitive conflicts and tested the mediating role of emotions between contradictory information scripts and learning effects;at last,the boundary conditions of socio-cognitive conflicts learning were investigated from individual factors and environmental factors.Study Two:the resolution of social cognition conflicts and their learning aftereffects were investigated.First,based on the model of emotional mediation,the paper examined the influence of emotional regulation strategies on the impact of socio-cognitive conflicts resolution and knowledge gains.Then,the paper continued to examine the boundary conditions of social cognitive conflict resolution learning from the individual factors.The main conclusions across seven studies include:(1)Induction of socio-cognitive conflicts.a.Contradictory information scripts help participants to perceive more socio-cognitive conflicts and acquire more knowledge gains;b.confusion emotions play an intermediary role in the relationship between contradictory information scripts and knowledge gains;c.the impact of rejection sensitivity on the relationship between contradictory information scripts and learning results-namely,social cognitive conflict perception,emotional experience,and knowledge gain-was identified;d.also,there was a significant interactive effect for argumentation scripts and contradictory information scripts on learning results.(2)Resolution of socio-cognitive conflicts.a.emotion regulation strategies help participants to experience more relief of confusion and acquire greater knowledge gains;b.among low rejection sensitivity learners,different emotion adjustment strategies and different contradictory information scripts have different effects on the relief of subjective confusion and the acquirement of objective knowledge;c.among high rejection sensitivity learners,the emotion regulation strategy affect the effect of contradictory information script on the relief of subjective confusion and the acquirement of objective knowledge.