The Power of Voice to Convey Emotion in Multimedia Instructional Messages
The Power of Voice to Convey Emotion in Multimedia Instructional Messages
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DOI：
10.1007/s40593-021-00282-y
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发表时间：
2021-10-01
影响因子：
4.9
通讯作者：
Mayer, Richard E.
中科院分区：
文献类型：
--
作者：
Lawson, Alyssa P.;Mayer, Richard E.
这项研究探讨了情感在多媒体学习中的作用，即参与者是否可以通过听到仅涉及教师声音的短片以及看到屏幕上的代理来识别教师的积极或消极情绪。参与者观看了统计讲座中的 16 个短视频剪辑，其中动画讲师站在幻灯片旁边（座席在场）或仅使用她的声音（座席缺席），传达快乐、满足、沮丧或无聊的情绪。对于每个片段，参与者对讲师的快乐、满足、沮丧和无聊程度进行五分评分。首先，对于快乐、满足和无聊的教练，参与者仅根据语音对情绪语气进行评级与根据语音加屏幕代理进行评级一样准确。这支持了声音假说，该假说认为声音是社会情感信息的强大来源。其次，参与者在快乐和内容量表上对快乐和内容的教师评价较高，在沮丧和无聊量表上对沮丧和无聊的教师评价较高。这支持了积极性假说，该假说认为人们对多媒体教学信息的积极或消极语气特别敏感。
This study examines an aspect of the role of emotion in multimedia learning, i.e., whether participants can recognize the instructor's positive or negative emotion based on hearing short clips involving only the instructor's voice just as well as also seeing an embodied onscreen agent. Participants viewed 16 short video clips from a statistics lecture in which an animated instructor, conveying a happy, content, frustrated, or bored emotion, stands next to a slide as she lectures (agent present) or uses only her voice (agent absent). For each clip, participants rated the instructor on five-point scales for how happy, content, frustrated, and bored the instructor seemed. First, for happy, content, and bored instructors, participants were just as accurate in rating emotional tone based on voice only as with voice plus onscreen agent. This supports the voice hypothesis, which posits that voice is a powerful source of social-emotional information. Second, participants rated happy and content instructors higher on happy and content scales and rated frustrated and bored instructors higher on frustrated and bored scales. This supports the positivity hypothesis, which posits that people are particularly sensitive to the positive or negative tone of multimedia instructional messages.