{"resolved":true,"match_type":"uuid","source_type":"original_book","book_id":"ae053936-f6b1-488b-8973-bb2332d1be14","title":"数字技术研究","author":null,"edition":null,"publisher":null,"year":null,"isbn":"9787308182003","requested_by":"printed_page","book":{"source_type":"original_book","book_id":"ae053936-f6b1-488b-8973-bb2332d1be14","id":"ae053936-f6b1-488b-8973-bb2332d1be14","uuid":"ae053936-f6b1-488b-8973-bb2332d1be14","title":"数字技术研究","normalized_title":"数字技术研究","author":null,"edition":null,"publisher":null,"year":null,"isbn":"9787308182003","isbns":["9787308182003"],"parsed":true,"ai_readable":true,"document_type":"book","page_count":790,"navigation_url":"https://workshop.closeclaw.top/ai/book/ae053936-f6b1-488b-8973-bb2332d1be14","title_url":"https://workshop.closeclaw.top/ai/title/%E6%95%B0%E5%AD%97%E6%8A%80%E6%9C%AF%E7%A0%94%E7%A9%B6","fixed_page_url_template":"https://workshop.closeclaw.top/ai/book/ae053936-f6b1-488b-8973-bb2332d1be14/page/{printed_page}","path_api_url_template":"https://workshop.closeclaw.top/api/ai/book/ae053936-f6b1-488b-8973-bb2332d1be14/page/{printed_page}","read_url":"https://workshop.closeclaw.top/api/ai/read/ae053936-f6b1-488b-8973-bb2332d1be14","page_url":"https://workshop.closeclaw.top/api/ai/books/ae053936-f6b1-488b-8973-bb2332d1be14/page","search_url":"https://workshop.closeclaw.top/api/ai/books/ae053936-f6b1-488b-8973-bb2332d1be14/search"},"page":{"printed_page":682,"pdf_page":706,"physical_index":706,"physical_index_base":0,"printed_page_status":"recognized","page_sha256":"a646ea660db4de241ba2f85c3e3df302004b94158f16ca458a7622f3f68294e2"},"chapter":"第29章 学习者建模环境","content":"凯勒的模型明确表现了动机如何取决于环境输入，尤其是恰当的教育设计与管理如何契合学习者的动机与情绪调节(环境输入）。因而，该模型本质上就是埃夫里尔(Averill)所讲的社会建构主义。其次，该模型清晰地说明了学习者对自身行为结果的认知评价，这正是OCC模型等与基本情绪相关的方法的适用之处我们在图29.2的右上角已突出显示了这一点。尽管当前实施的任何一个项目都未包含该(升级版)模型的所有层面，但我们不妨将其当作学习者情绪建模领域所渴望的理想模型，只是还需进行一些修改。下面几节，我们将以两个学习者情绪建模方法为例，说明当前采取的不同理论切入点的实施情况。\n\n基于认知评价理论的学习者情绪建模\n\n许多学习者建模环境仅仅依靠OCC模型，尽管生成的学习者模型很少能全部涵盖这里所讲的22种情绪。相反，设计者往往选择最契合某领域的相关情绪或其所处环境能够反映的交互模式。PrimeClimb就是其中一例，这是一种两人共同玩耍的游戏，用以帮助学生学习数字分解(ConatiandMaclaren，2009)。每名玩家各自控制一个角色，两名玩家需相互协作才能使各自的虚拟角色爬山，并抵达山顶。山被分割为几个有数字编号的部分。每个角色只能移动到与另一个角色没有任何共同元素的编号区域。如果玩家移动出错，那么其对应的角色就会从山上滑落。\n\n数字技术研究(世哲手册)\n\n682","previous_page":681,"next_page":683}