Research On Metacognitive Perception And Emotional Regulation In An Intelligent Tutoring System

Teachers are particularly good at perceiving students’emotion and adapting teaching,and they can successfully alleviate students’withdrawal and frustration in one-to-one tutoring.In order to empower teachers’educational capability into educational products,an intelligent tutoring system（ITS）needs to perceive students’emotions,and an ITS needs to choose decision-making tutoring strategies to enhance students’performances.However,those features and studies on an ITS are insufficient in current.Most studies are focusing on the emotional models of virtual characters rather than student’emotions evaluation,so it has difficulty in suiting for students individualized cognitive emotions.Psychology,brain science,and information technology can bring new opportunities to one-on-one tutoring processes.Metacognitive perception and emotional intelligence have become breakthrough points of precise teaching in the one-to-one tutoring processes.This dissertation analyzes the theoretical relationship between the metacognition and emotional regulation in an ITS,and enriched mechanism research results are used in enabling emotional regulation to a metacognitive perception orientated ITS.In addition,this dissertation designs and develops an ITS which can perceive students’metacognition and help students to regulate their emotions,and a final ITS can assist students in solving real problems.Based on the current studies on metacognition and emotion in an ITS to support students personalized learning,this dissertation focuses on a theoretical point of view,what are the relationships between metacognition and emotions in an ITS?Based on the relationships between metacognition and emotions,how to design and develop specific tutoring strategies?How does the developed system work,and how to use empirical results to optimize the system to enhance students learning?This dissertation emphasizes the idea of combining theory and practice to carry out this research.First,adopting a method of literature research to review the literature on metacognition,ITSs and emotions,this study analyzes the specific relationships between the metacognition and emotions.This process provides a theoretical basis to extract the components,elements and critically connections,which reflect metacognitive perception and emotional regulation in an ITS,and the process provides a theoretical support to induct and analyze the strategies which are applicable to emotional regulation in an ITS.Second,based on the process and mechanism of students’metacognition and emotional regulation in an ITS,this study adopts a method of interpretive structure model to build a model of metacognitive perception and emotional regulation in an ITS.After that,from the former literature review and theoretical basis,this research takes advantage of the methods of model analysis and strategical design to propose metacognitive perception and emotional regulation strategies on mathematical problem solving for middle school students’cognitive and metacognitive activities in an ITS.Afterwards,taking the“quadratic function”knowledge points of the mathematics courses in junior high school as an example,the study uses a method of system design and development to design a series of activities on the metacognitive perception and some emotional regulation strategies,and the study achieves that the ITS can perceive students’metacognition and provide the students to choose appropriate emotional regulation strategies.Finally,adopting a 2*2 comparative experiment in ITSs with and without metacognition perception and with and without emotional regulation strategies,this research does not only compare the students’metacognition and emotion in every group of tutoring environments,but also verify the application effectiveness of model,perceptive activities,and strategies in systems.Based on the theoretical and practical explorations,this dissertation draws the following conclusions:（1）Based on metacognitive theory,emotional transition framework and control value theory,metacognitive perception and emotional regulation can be introduced into a personalized tutoring situation in an ITS.The dissertation constructs a model,which not only can induce student metacognition and characterize student metacognition,but also can regulate students’emotions from the endogenous and exogenous sources.This model is a dynamic and cyclic process of metacognitive and emotional development centered on students’cognitive activities in an ITS.（2）From the former model in result 1^stand related literature on mathematical problem solving,this study summaries a framework on a student’s cognitive and metacognitive activities.It is found that there is a mapping relationship between student metacognitive judgment and cognitive emotions,which can support this research to design related activities to induce students’metacognition and characterize students’metacognition,and to instruct students to implement some specifically emotional regulation strategies.This dissertation realizes that an ITS provides real instructions and hints to help students perceive their metacognition and regulate their emotions.（3）Taking the“quadratic function”as an example in the practice of education and teaching,this dissertation finds that both features of metacognitive perception and emotional regulation can positively influence students’performances and the acceptancy of system through the actual operation of students in ITSs.The original innovation of this dissertation presents two aspects on metacognitive perception and emotional regulation in an ITS.First,starting from the real cognition of students,this dissertation comes back to the students’awareness and attitude towards to problems,and this study enriches the theoretical mechanism that coordinates the metacognition and emotional regulation in an ITS.This research proposes middle school students’metacognitive perception and emotional regulation strategies in an ITS,and this study exploits the associations between metacognitive perception and emotional regulation to coordinate and enhance students’cognitive performances.Adopting the Auto Tutor and Python Programing,the ITSs can induce students to judge and monitor their metacognition from their cognitive and metacognitive activities,and ITSs provide properly conversational hints and alternative strategies to help students to regulate their confusion and frustration when they solve mathematical problems.Additionally,this study uses multimodal data analysis to compare the students’performances and effects in problem solving processes in ITSs,which can be used to explore how the students benefit from metacognitive perception and emotional regulation strategies in different ITSs.