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Domain-Independent Strategies for an Affective Intelligent Tutoring System

Identifying and reacting to the student’s affective state in an affective Intelligent Tutoring System framework has gained researchers’ attention in recent years. In general, an affective Intelligent Tutoring System (ITS) framework has two components: 1) to detect the student’s affective state and 2) to react to the student’s affective state by providing appropriate strategies as a means to help the student learn. Although emotional regulation theory suggests that individuals use both domaindependent and domain-independent strategies, current ITS frameworks exploit domain-independent strategies only. In this paper we indicate how domain-independent strategies and their components can be integrated into an affective ITS framework.