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Tutoring Process in Emotionally Intelligent Tutoring Systems: Tutoring Process in Emotionally Intelligent Tutoring Systems

Tutoring Process in Emotionally Intelligent Tutoring Systems: Tutoring Process in Emotionally Intelligent Tutoring Systems

Sintija Petrovica
Copyright: © 2016 |Pages: 17
ISBN13: 9781522501596|ISBN10: 1522501592|EISBN13: 9781522501602
DOI: 10.4018/978-1-5225-0159-6.ch046
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MLA

Petrovica, Sintija. "Tutoring Process in Emotionally Intelligent Tutoring Systems: Tutoring Process in Emotionally Intelligent Tutoring Systems." Psychology and Mental Health: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2016, pp. 1094-1110. https://doi.org/10.4018/978-1-5225-0159-6.ch046

APA

Petrovica, S. (2016). Tutoring Process in Emotionally Intelligent Tutoring Systems: Tutoring Process in Emotionally Intelligent Tutoring Systems. In I. Management Association (Ed.), Psychology and Mental Health: Concepts, Methodologies, Tools, and Applications (pp. 1094-1110). IGI Global. https://doi.org/10.4018/978-1-5225-0159-6.ch046

Chicago

Petrovica, Sintija. "Tutoring Process in Emotionally Intelligent Tutoring Systems: Tutoring Process in Emotionally Intelligent Tutoring Systems." In Psychology and Mental Health: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1094-1110. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-5225-0159-6.ch046

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Abstract

Research has shown that emotions can influence learning in situations when students have to analyze, reason, make conclusions, apply acquired knowledge, answer questions, solve tasks, and provide explanations. A number of research groups inspired by the close relationship between emotions and learning have been working to develop emotionally intelligent tutoring systems. Despite the research carried out so far, a problem how to adapt tutoring not only to a student's knowledge state but also to his/her emotional state has been disregarded. The paper aims to examine to what extent the tutoring process and tutoring strategies are adapted to students' emotional and knowledge states in these systems. It also presents a study on how to influence student's emotions looking from the pedagogical point of view and provides general guidelines for selection of tutoring strategies to influence and regulate student's emotions.

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