在技术增强的问题解决任务中揭示认识情绪的动态轨迹:多式联络数据方法
Tingting Wang1, Jianhua Zhang2, Shasha Li3
1School of Education, Renmin University of China, Beijing, China.
The British journal of educational psychology
|March 17, 2026
概括
这项研究揭示了医学学生在解决问题的过程中,认识系统情绪是如何改变的. 高绩效的人较少感到困惑,而低绩效的人则很难,这凸显了在学习阶段需要情感支持的需要.
科学领域:
- 认知科学 认知科学
- 教育心理学教育心理学
- 神经科学是一个神经科学.
背景情况:
- 认识情绪在解决问题中起着至关重要的作用,但它们的时间动力学仍未得到充分研究.
- 关于这些情绪在学习过程中的进展的经验证据很少.
研究的目的:
- 通过不同的学习阶段和绩效水平来研究认识情绪的时间变化.
- 在自我调节的问题解决过程中,识别认识系统情绪之间的过渡模式.
- 利用多式联运数据,包括自我报告和生理测量,进行综合分析.
主要方法:
- 采用基于自我调节学习 (SRL) 模型的虚拟患者智能辅导系统.
- 收集了关于认识系统情绪 (惊喜,好奇,困惑,享受,无聊) 和电皮活动 (EDA) 峰值的自我报告数据.
- 利用双向混合设计的ANOVA和时间网络分析来检查跨SRL阶段和性能组的情绪变化和过渡.
主要成果:
- 根据表现水平和SRL阶段观察到认识系统情绪的显著变化.
- 高绩效者表现出较少的困惑,而低绩效者表现出持续的困惑.
- 在预先思考和自我反思阶段,EDA峰值更为普遍.
- 发现的关键情绪过渡包括惊喜/好奇心导致混乱,享受转变为惊喜/无聊.
结论:
- 该研究提供了关于在解决问题过程中认识论情绪的时间轨迹的经验见解.
- 研究结果表明,理解这些情感动态对于开发有针对性的情感支架策略的重要性.
- 结果为旨在通过解决不同教育阶段的情绪转变来优化学习的干预措施提供信息.
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