中国电化教育

习近平总书记在2024年的全国教育大会上指出，需正确处理“知识学习和全面发展”之间的重大关系。人工智能技术的演进推动了自适应学习系统的实践进程，有效应对了个性化知识学习的需求；然而学习者是具有认知与情感等多重面向的复杂个体，当前只关注认知层面而忽略情感层面的自适应学习系统未有效应对全面发展的需求。尤其在当前内卷时代，升学压力和学业竞争所引发的心理问题日益加剧，情感层面的学业情绪因素亟需引起重视。为此，该文通过框架构建和应用研究来探索如何设计自适应学习系统中的反馈以引发积极学业情绪。首先，从国际知名自适应学习系统中总结自适应学习系统典型场景下的反馈，从而归纳出自适应学习系统的反馈类型与流程；同时概述学业情绪的离散状态和测量方法。然后在控制-价值理论和情绪调节过程模型的指导下，分析自适应学习系统中反馈影响学业情绪的关键要素，构建反馈影响学业情绪的理论框架。基于该框架，采用对照实验设计探索有无反馈、反馈使用频次对学业情绪的影响；结果显示，有知识状态反馈相比无知识状态反馈，享受、希望和愤怒水平显著更高，且学业成就的中介效应显著，但知识状态的查看次数对学业情绪无显著影响。根据研究结果，从反馈目标多重化、反馈内容具体化、反馈时间适时化和反馈设计途径化四个方面提出了自适应学习系统反馈设计的建议，以期为学习者提供促进全面发展的个性化服务。

General Secretary Xi Jinping pointed out at the 2024 National Education Conference that the important relationship between “knowledge learning and all-round development” needs to be properly handled. The evolution of artificial intelligence technology has accelerated the practical process of adaptive learning systems, and effectively addressing the demand for personalized knowledge learning.However, learners are complex individuals with multiple aspects such as cognition and emotion. Current adaptive learning systems, which only focuses on the cognitive level and ignores the emotional level, have not adequately met the requirements for all-round development.Especially in the current era of involution, the psychological issues arising from academic pressure and competition are becoming increasingly serious, and the academic emotion factors at the emotional level need to be paid attention to. To this end, this paper explores how to design feedback in adaptive learning systems to foster positive academic emotions through framework construction and application research. Firstly,the feedback in the typical scenes of the adaptive learning system was summarized from internationally renowned adaptive learning systems,and the feedback types and processes of the adaptive learning system were concluded. At the same time, the discrete states and measurement methods of academic emotions were outlined. Then under the guidance of control and value theory and emotion regulation process model,the key elements of feedback affecting academic emotions in the adaptive learning system were analyzed, and the theoretical framework of feedback affecting academic emotions was constructed. Based on this framework, a control experiment was designed to explore the influence of feedback and frequency on academic emotion. The results showed that enjoyment, hope and anger with knowledge state feedback was significantly higher than without knowledge state feedback, and the mediating effect of academic achievement was significant, but the number of times to view knowledge state had no significant effect on academic emotion. According to the research results, feedback design suggestions were proposed from four aspects: multiplicity of feedback objectives, concreteness of feedback content, timeliness of feedback time and approach of feedback design, in order to provide learners with personalized services that promote all-round development.