Adaptation of tutoring to students´ emotions in emotionally intelligent tutoring systems

Ten years have passed since the idea aroused to model not only the student´s knowledge state, but also the emotional state in intelligent tutoring systems. Consequently, special attention should be paid to inclusion of appropriate tutoring strategies when developing such tutoring systems. The paper aims to examine to what extent tutoring is adapted to students´ emotional and knowledge states in these systems. Results of literature study show that the integration and inclusion of cognitive and emotional aspects into intelligent tutoring systems is a quite large challenge.