期刊名称：electronic Journal of Computer Science and Information Technology
出版年度：2011
卷号：1
期号：1
语种：English
出版社：College of Information Technology, Universiti Tenaga Nasional
摘要：Students ordinarily use both domain-dependent (such as seeking specific domain help) and domain-independent (such as trying to relax) strategies in regulating their affective states in learning. By contrast, current affective tutoring systems concentrate on the deployment of domaindependent strategies only in regulating students’ emotional states in learning. This paper reports the results of an experimental study that evaluated students’ performance using the proposed framework. In a between-subjects experiment, students used two versions of a system for teaching data structures. The systems differed only in that one supported domain independent strategies, while both system systems supported domain-dependent strategies. Results provide some evidence that the experimental groups (presented with both the domain-dependent and domain-independent strategies) performed better than the control group (presented with only domain-dependent strategy) in learning data structures.
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