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A Proposal of Model of Emotional Regulation in Intelligent Learning Environments
Volume 20, Issue 2 (2021), pp. 317–332
Helena Macedo REIS   Danilo ALVARES   Patrícia A. JAQUES   Seiji ISOTANI  

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https://doi.org/10.15388/infedu.2021.15
Pub. online: 5 August 2022      Type: Article      Open accessOpen Access

Published
5 August 2022

Abstract

Emotions can influence cognitive development and are key elements to the teaching-learning process. Positive emotions (e.g., engagement) can improve the ability to solve problems, store information, and make decisions. On the other hand, negative emotions (e.g., boredom) reduce the capacity to process information at a deeper level, preventing learning to become effective. Therefore, students’ emotions must be regulated to hinder negative and to promote positive emotions during learning. To support the choice of the best intervention to regulate individual emotions, this article proposes an algorithm based on simulated data considering different individual performances in solving Algebra exercises. The results suggest that the proposed model has high success rates (over 90%) in the choice of interventions and may be applied in real scenarios.

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Open access article under the CC BY license.

Keywords
educational systems ordinal logistic regression personalized emotional regulation

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INFORMATICS IN EDUCATION

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