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1、UsinganEmotionalIntelligentAgenttoImprovetheLearner’sPerformanceSoumayaChaffar,ClaudeFrassonDépartementd'informatiqueetderechercheopérationnelleUniversitédeMontréalC.P.6128,Succ.Centre-villeMontréal,QuébecCanadaH3C3J7{chaffars,frasson}@iro.umontreal.caAbstract.Emotionsare
2、nowseenascloselyrelatedtocognitionprocessesincludingdecision-making,memory,attention,etc.Thus,e-learningenvironmentshavebeguntotakeintoconsiderationtheemotionalstateofthelearnerinordertoenhancehisperformance.Inthispaper,wepresentanagentarchitecturethatincludessomeemotiona
3、lintelligencecapabilities;wedescribeeachofitscomponents:Theperceptionmodule,thecontrolmoduleandtheactionmodule.Thesemodulesareintendedrespectivelyto:(1)knowthecurrentemotionofthelearner;(2)detectwhentointervene,basingontheappraisaltheory,tochangetheemotionalstateofthelear
4、ner;(3)andinducetheoptimalemotionalstateforlearning.Keywords:Emotion,Cognition,event-appraisal,inducingOptimalEmotionalStateforlearning.1.IntroductionEmotionandcognitionhavelongbeenviewedastotallyindependent.PhilosopherslikePlatoregardedemotionsas“irrationalurgesthatneede
5、dtobecontrolledthroughtheuseofreason.”[12].Recently,researchersinneurosciencesandpsychologyhavefoundthatemotionsarewidelyrelatedtocognition,theyexertinfluencesinvariousbehavioralandcognitiveprocesses,suchasattention,long-termmemorizing,decision-making,etc.[3,16].Moreover,
6、positiveaffectsarefundamentalincognitiveorganizationandthoughtprocesses;theyalsoplayanimportantroletoimprovecreativityandflexibilityinproblemsolving[9].Reciprocally,negativeaffectscanblockthoughtprocesses;peoplewhoareanxioushaveareducedmemorycapacity[8]andadeficitininduct
7、ivereasoning[14].E-learningenvironmentsrequiretoconsiderallfactorsthatcanimproveandfacilitatelearning.Forthisreason,E-Learningenvironmentsneedtotakeintoconsiderationtheemotionalstateofthelearneranddealwithit.Intelligentagentshaveprovedtheirefficiencybyinterveninginaninter
8、activeenvironment,soastoadapttothelearnerbehaviorandofferthebestelementstoenhancelearning[4].Con
