The effects of empathetic virtual characters on presence in narrative-centered learning environments
The effects of empathetic virtual characters on presence in narrative-centered learning environments
复制标题
具有同理心的虚拟角色对以叙事为中心的学习环境中存在的影响
DOI：
10.1145/1357054.1357291
复制
发表时间：
2008
期刊：
影响因子：
--
通讯作者：
James C. Lester
中科院分区：
文献类型：
--
作者：
Scott W. McQuiggan;Jonathan P. Rowe;James C. Lester
近年来，人们对叙事在学习中所起的作用越来越感兴趣。随着以故事为中心的学习环境的出现，通过吸引学生与引人注目的角色进行丰富的互动，我们开始看到沉浸式故事为基础的学习体验所提供的巨大潜力。在本文中，我们描述了两项研究，调查共情角色对学生存在感的影响。一项研究最初是在中学生中进行的，然后在高中生中进行了重复研究。结果表明，对于这两个群体来说，在以叙事为中心的学习环境中使用移情角色显着增加了学生的存在感。研究还表明，有同理心的性格有助于提高学生在学习情境中的参与度和控制感。
Recent years have seen a growing interest in the role that narrative can play in learning. With the emergence of narrative-centered learning environments that engage students by drawing them into rich interactions with compelling characters, we have begun to see the significant potential offered by immersive story-based learning experiences. In this paper we describe two studies that investigate the impact of empathetic characters on student perceptions of presence. A study was initially conducted with middle school students, and was then replicated with high school students. The results indicate that, for both populations, employing empathetic characters in narrative-centered learning environments significantly increases student perceptions of presence. The studies also reveal that empathetic characters contribute to a heightened sense of student involvement and control in learning situations.
影响因子：
7.6
作者：
A. Elliot;Holly Mcgregor
通讯作者：
A. Elliot;Holly Mcgregor