Towards self-regulated tutoring system

Quantitative study of students' self-regulation strategies during learning episodes

Mohd Zaliman Mohd Yusoff, Nor Azan Mat Zin

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

Students' self-regulation ability is an important component for a successful emotionally intelligent tutoring system. Emotion-focused and problem-focused strategies have been recognized as the commonly used strategies by individuals for self-regulation. However, very little work has been done to model self-regulation strategies in affective tutoring system. Thus, this paper presents a qualitative study on students' self-regulation strategies in dealing with potential stressful condition during their learning episodes so that a better framework of suitable adaptive action and reaction by emotionally intelligent tutoring system can be modelled. To get better insight, comparison between genders is also conducted. Results from this study indicate that students used both emotion-focused and problem-focused strategies in dealing with stressful learning episodes. Also, selection of self-regulation strategies is influenced by students' gender.

Original languageEnglish
Title of host publicationProceedings - 2011 International Conference on User Science and Engineering, i-USEr 2011
Pages152-156
Number of pages5
DOIs
Publication statusPublished - 01 Dec 2011
Event2nd International Conference on User Science and Engineering, i-USEr 2011 - Selangor, Malaysia
Duration: 29 Nov 201101 Dec 2011

Publication series

NameProceedings - 2011 International Conference on User Science and Engineering, i-USEr 2011

Other

Other2nd International Conference on User Science and Engineering, i-USEr 2011
CountryMalaysia
CitySelangor
Period29/11/1101/12/11

Fingerprint

Students
Intelligent systems

All Science Journal Classification (ASJC) codes

  • Human-Computer Interaction

Cite this

Mohd Yusoff, M. Z., & Zin, N. A. M. (2011). Towards self-regulated tutoring system: Quantitative study of students' self-regulation strategies during learning episodes. In Proceedings - 2011 International Conference on User Science and Engineering, i-USEr 2011 (pp. 152-156). [6150555] (Proceedings - 2011 International Conference on User Science and Engineering, i-USEr 2011). https://doi.org/10.1109/iUSEr.2011.6150555
Mohd Yusoff, Mohd Zaliman ; Zin, Nor Azan Mat. / Towards self-regulated tutoring system : Quantitative study of students' self-regulation strategies during learning episodes. Proceedings - 2011 International Conference on User Science and Engineering, i-USEr 2011. 2011. pp. 152-156 (Proceedings - 2011 International Conference on User Science and Engineering, i-USEr 2011).
@inproceedings{d8c6c038ddef437893237859ccbf2e7b,
title = "Towards self-regulated tutoring system: Quantitative study of students' self-regulation strategies during learning episodes",
abstract = "Students' self-regulation ability is an important component for a successful emotionally intelligent tutoring system. Emotion-focused and problem-focused strategies have been recognized as the commonly used strategies by individuals for self-regulation. However, very little work has been done to model self-regulation strategies in affective tutoring system. Thus, this paper presents a qualitative study on students' self-regulation strategies in dealing with potential stressful condition during their learning episodes so that a better framework of suitable adaptive action and reaction by emotionally intelligent tutoring system can be modelled. To get better insight, comparison between genders is also conducted. Results from this study indicate that students used both emotion-focused and problem-focused strategies in dealing with stressful learning episodes. Also, selection of self-regulation strategies is influenced by students' gender.",
author = "{Mohd Yusoff}, {Mohd Zaliman} and Zin, {Nor Azan Mat}",
year = "2011",
month = "12",
day = "1",
doi = "10.1109/iUSEr.2011.6150555",
language = "English",
isbn = "9781457716553",
series = "Proceedings - 2011 International Conference on User Science and Engineering, i-USEr 2011",
pages = "152--156",
booktitle = "Proceedings - 2011 International Conference on User Science and Engineering, i-USEr 2011",

}

Mohd Yusoff, MZ & Zin, NAM 2011, Towards self-regulated tutoring system: Quantitative study of students' self-regulation strategies during learning episodes. in Proceedings - 2011 International Conference on User Science and Engineering, i-USEr 2011., 6150555, Proceedings - 2011 International Conference on User Science and Engineering, i-USEr 2011, pp. 152-156, 2nd International Conference on User Science and Engineering, i-USEr 2011, Selangor, Malaysia, 29/11/11. https://doi.org/10.1109/iUSEr.2011.6150555

Towards self-regulated tutoring system : Quantitative study of students' self-regulation strategies during learning episodes. / Mohd Yusoff, Mohd Zaliman; Zin, Nor Azan Mat.

Proceedings - 2011 International Conference on User Science and Engineering, i-USEr 2011. 2011. p. 152-156 6150555 (Proceedings - 2011 International Conference on User Science and Engineering, i-USEr 2011).

Research output: Chapter in Book/Report/Conference proceedingConference contribution

TY - GEN

T1 - Towards self-regulated tutoring system

T2 - Quantitative study of students' self-regulation strategies during learning episodes

AU - Mohd Yusoff, Mohd Zaliman

AU - Zin, Nor Azan Mat

PY - 2011/12/1

Y1 - 2011/12/1

N2 - Students' self-regulation ability is an important component for a successful emotionally intelligent tutoring system. Emotion-focused and problem-focused strategies have been recognized as the commonly used strategies by individuals for self-regulation. However, very little work has been done to model self-regulation strategies in affective tutoring system. Thus, this paper presents a qualitative study on students' self-regulation strategies in dealing with potential stressful condition during their learning episodes so that a better framework of suitable adaptive action and reaction by emotionally intelligent tutoring system can be modelled. To get better insight, comparison between genders is also conducted. Results from this study indicate that students used both emotion-focused and problem-focused strategies in dealing with stressful learning episodes. Also, selection of self-regulation strategies is influenced by students' gender.

AB - Students' self-regulation ability is an important component for a successful emotionally intelligent tutoring system. Emotion-focused and problem-focused strategies have been recognized as the commonly used strategies by individuals for self-regulation. However, very little work has been done to model self-regulation strategies in affective tutoring system. Thus, this paper presents a qualitative study on students' self-regulation strategies in dealing with potential stressful condition during their learning episodes so that a better framework of suitable adaptive action and reaction by emotionally intelligent tutoring system can be modelled. To get better insight, comparison between genders is also conducted. Results from this study indicate that students used both emotion-focused and problem-focused strategies in dealing with stressful learning episodes. Also, selection of self-regulation strategies is influenced by students' gender.

UR - http://www.scopus.com/inward/record.url?scp=84857752304&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84857752304&partnerID=8YFLogxK

U2 - 10.1109/iUSEr.2011.6150555

DO - 10.1109/iUSEr.2011.6150555

M3 - Conference contribution

SN - 9781457716553

T3 - Proceedings - 2011 International Conference on User Science and Engineering, i-USEr 2011

SP - 152

EP - 156

BT - Proceedings - 2011 International Conference on User Science and Engineering, i-USEr 2011

ER -

Mohd Yusoff MZ, Zin NAM. Towards self-regulated tutoring system: Quantitative study of students' self-regulation strategies during learning episodes. In Proceedings - 2011 International Conference on User Science and Engineering, i-USEr 2011. 2011. p. 152-156. 6150555. (Proceedings - 2011 International Conference on User Science and Engineering, i-USEr 2011). https://doi.org/10.1109/iUSEr.2011.6150555