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首页> 外文会议>International conference on intelligent tutoring systems >How Do Different Levels of AU4 Impact Metacognitive Monitoring During Learning with Intelligent Tutoring Systems?
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How Do Different Levels of AU4 Impact Metacognitive Monitoring During Learning with Intelligent Tutoring Systems?

机译：在使用智能辅导系统学习期间，不同水平的AU4会如何影响元认知监控？

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摘要

We investigated how college students' (n = 40) different levels of action unit 4 (AU4: brow lowerer), metacognitive monitoring process use and pre-test score were associated with metacognitive monitoring accuracy during learning with a hypermedia-based ITS. Results revealed that participants with high pre-test scores had the highest accuracy scores with low levels of AU4 and use of more metacognitive monitoring processes, whereas participants with low pre-test scores had higher accuracy scores with high levels of AU4 and use of more metacognitive monitoring processes. Implications include designing adaptive ITSs that provide different types of scaffolding based on levels of prior knowledge, use of metacognitive monitoring processes, and emotional expressivity keeping in mind that levels of emotions change over time, and therefore must be monitored to provide effective scaffolding during learning.
机译：我们调查了大学生（n = 40）不同水平的动作单元4（AU4：低头眉），元认知监控过程的使用和预测分数如何与基于超媒体的ITS学习期间的元认知监控准确性相关。结果显示，测试前分数较高的参与者在AU4水平较低且使用更多的元认知监测过程中具有最高的准确度分数，而测试前分数较低的参与者在AU4水平较高且使用更多的元认知中具有较高的准确性分数监控流程。含义包括设计基于先验知识水平，提供不同类型支架的自适应ITS，元认知监控过程的使用以及情感表达，同时牢记情感水平会随着时间而变化，因此必须对其进行监控以在学习过程中提供有效的支架。

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