Negative Feedback In Your Face: Examining the Effects of Proxemics and Gender on Learning
Negative Feedback In Your Face: Examining the Effects of Proxemics and Gender on Learning
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面对你的负面反馈：研究空间关系学和性别对学习的影响
DOI：
10.1007/978-3-319-67401-8_19
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
S. Marsella
中科院分区：
文献类型：
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作者：
David C. Jeong;Dan Feng;N. Krämer;L. Miller;S. Marsella
虽然虚拟代理在培训和教学中的应用主要集中在积极的评价环境和交互上，但人与人的交互肯定也涉及相当一部分消极性，这在虚拟环境中值得探索。此外，在自然的人类互动以及在虚拟空间中，物理行为可以说是我们对社会概念的表示中的大量差异（例如，情绪、态度）。具体来说，近感学是一种物理暗示，可以引发对社会互动的不同感知。在本文中，我们探讨了在一个具体的负反馈教育背景下，情感距离和性别的综合和个体影响。我们通过主题设计之间的2（近位距离）2（虚拟教师性别）来追求这一点，参与者积极参与虚拟教师的学习任务，提供严厉的负面反馈。虽然本研究从近距离展示了一些预期的负面反应，如失败的外部归因，但我们也观察到一些意想不到的积极结果。具体来说，近距离的负面反馈提高了积极的影响和努力，特别是在与男性虚拟教授互动的男性参与者中。客观的测量（头部运动数据）证实了这些同性效应，因为参与者在与同性别的虚拟教授互动时表现出更多的参与度。本研究的结果具有广泛的影响，智能虚拟代理的教学和心理健康的结果的设计。
While applications of virtual agents in training and pedagogy have largely concentrated on positive valenced environments and interactions, human-human interactions certainly also involve a fair share of negativity that is worth exploring in virtual environments. Further, in natural human interaction as well as in virtual spaces, physical actions arguably account for a great deal of variance in our representations of social concepts (e.g., emotions, attitudes). Proxemics, specifically, is a physical cue that can elicit varying perceptions of a social interaction. In the current paper, we explore the combined and individual effects of proxemic distance and gender in a specifically negative feedback educational context. We pursue this with a 2 (Proxemic Distance)2 (Virtual Instructor Gender) between subject design, where participants actively engage in a learning task with a virtual instructor that provides harsh, negative feedback. While this study demonstrates some anticipated negative reactions to negative feedback from a close distance, such as external attribution of failure, we also observe some unexpected positive outcomes to this negative feedback. Specifically, negative feedback from a close distance has raises positive affect and effort, particularly among male participants interacting with a male virtual professor. Objective measures (head movement data) corroborate these same-gender effects as participants demonstrate more engagement when interacting with a virtual professor of their same gender. The results of the present study have broad implications for the design of intelligent virtual agents for pedagogy and mental health outcomes.