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Can relaxation exercises improve learning

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dc.citedby1
dc.contributor.authorYusoff M.Z.en_US
dc.contributor.authorDu Boulay B.en_US
dc.contributor.authorid22636590200en_US
dc.contributor.authorid6602083684en_US
dc.date.accessioned2023-12-29T07:55:29Z
dc.date.available2023-12-29T07:55:29Z
dc.date.issued2009
dc.description.abstractStudents use both domain-dependent strategies (such as seeking specific domain help) and domain-independent strategies (such as relaxation exercises) to help regulate their affective states when learning. This paper reports a study that compared students' performance in learning data-structures across two systems. While both systems supported domain-dependent strategies, one additionally supported domain-independent strategies (relaxation exercises). The results provide some evidence that students working with both domain-dependent and domain-independent strategies performed better than those working with domain-dependent strategies only. � 2009 The authors and IOS Press. All rights reserved.en_US
dc.description.natureFinalen_US
dc.identifier.doi10.3233/978-1-60750-028-5-623
dc.identifier.epage625
dc.identifier.issue1
dc.identifier.scopus2-s2.0-73149083733
dc.identifier.spage623
dc.identifier.urihttps://www.scopus.com/inward/record.uri?eid=2-s2.0-73149083733&doi=10.3233%2f978-1-60750-028-5-623&partnerID=40&md5=4ad3afd1fd1f6c87fee87e4fa07e9896
dc.identifier.urihttps://irepository.uniten.edu.my/handle/123456789/30897
dc.identifier.volume200
dc.pagecount2
dc.publisherIOS Pressen_US
dc.sourceScopus
dc.sourcetitleFrontiers in Artificial Intelligence and Applications
dc.subjectAffective tutoring system
dc.subjectDomain-independent strategies
dc.subjectEmotions
dc.subjectArtificial intelligence
dc.subjectAffective state
dc.subjectAffective tutoring systems
dc.subjectDomain-independent strategies
dc.subjectEmotions
dc.subjectStudents
dc.titleCan relaxation exercises improve learningen_US
dc.typeConference Paperen_US
dspace.entity.typePublication
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