Building a responsive teacher: how temporal contingency of gaze interaction influences word learning with virtual tutors.
Building a responsive teacher: how temporal contingency of gaze interaction influences word learning with virtual tutors.
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DOI：
10.1098/rsos.140361
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发表时间：
2015-01
影响因子：
3.5
通讯作者：
Hiraki K
中科院分区：
文献类型：
--
作者：
Lee H;Kanakogi Y;Hiraki K
动画教学代理是栩栩如生的虚拟角色，旨在增强学习效果。对发展心理学文献的回顾得出了这样的假设：这些因素的时间偶然性会促进人类的学习。我们开发了一种具有凝视互动的教学代理（PAGI），这是一种实验性动画教学代理，可以与学生进行凝视互动。在这项研究中，大学生通过临时的 PAGI（现场组）或 PAGI（录制组）的录制版本（播放现场课程中预先录制的序列）来学习外语单词。结果显示，直播组的学生得分明显高于录制组的学生。研究结果表明，结合教学人员凝视互动的时间偶然性对学习有积极的影响。
Animated pedagogical agents are lifelike virtual characters designed to augment learning. A review of developmental psychology literature led to the hypothesis that the temporal contingency of such agents would promote human learning. We developed a Pedagogical Agent with Gaze Interaction (PAGI), an experimental animated pedagogical agent that engages in gaze interaction with students. In this study, university students learned words of a foreign language, with temporally contingent PAGI (live group) or recorded version of PAGI (recorded group), which played pre-recorded sequences from live sessions. The result revealed that students in the live group scored considerably better than those in the recorded group. The finding indicates that incorporating temporal contingency of gaze interaction from a pedagogical agent has positive effect on learning.
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