External Representation of Learning Process and Domain Knowledge: Affective State as a Determinate of its Structure and Function

Abstract

We present a model of the generic learning process and associated metacognitive processes that aid efficient learning. These models can be used as internal representations of a learner’s cognitive-emotive state while engaged in learning. They can also be used to present to the learner a representation of their progress in learning much like a coach o r mentor might use to assist a student. These models and associated representations might be displayed alongside the primary external representation of the subject being learned o r they might be integrated into it. The assessment of the metacognitive processes which shadow the primary learning process needs to be sensitive to the affective state of the learner. As the student proceeds through the learning journey, their affective state may cycle through a wide spectrum of emotions, which influence how efficiently, effectively, and enjoyably they succeed in the learning task. Based upon an understanding and application o f our proposed model, the structure a nd function o f external representations would reflect the learner’s cognitive-emotive state. For example, some representations would provide copious hints that would accelerate the learning at the expense of the playfulness of the e xercise, while other r epresentations might t ransform the learning experience into an enthralling g ame. In p articular these models enable the system designer to provide alternative intervention strategies for the learner who is laboring under a misconception, ranging from a no-nonsense remedial i ntervention to allowing the learner to play out t heir misconceptions in a free-wheeling simulation model that ultimately reveals the folly of their thinking.