Training Emotion Regulation Strategies During Computerized Learning: A Method for Improving Learner Self-Regulation

Abstract

A host of negative emotions such as anxiety, frustration, and boredom inevitably occur during computerized learning. These emotions can have serious negative consequences on students’ metacognitive and cognitive processes and learning outcomes. Thus, students should be equipped with the ability to regulate these negative emotions in order to achieve positive learning outcomes. Building on previous research on learning-centered emotions, I (first author) propose a series of investigations into the ways in which emotion regulation strategies can be effectively implemented in an intelligent tutoring system. This paper discusses ongoing experiments, future plans, and the implications of the findings for the development of ITSs that aid in the regulation of students’ emotions.