Recognizing the emotional state of human and virtual instructors
Recognizing the emotional state of human and virtual instructors
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DOI：
10.1016/j.chb.2020.106554
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发表时间：
2021-01-01
影响因子：
9.9
通讯作者：
Cheng, Justin
中科院分区：
文献类型：
--
作者：
Lawson, Alyssa P.;Mayer, Richard E.;Cheng, Justin
学生从教学视频中学习可能会受到教师在课堂上的情绪立场的影响。调查这一情感设计假设的第一步是确定学生是否感知到教师在教学视频中所表现出的情感。在Russell（1980,2003）的核心情感模型和媒体方程理论（Reeves & Nass, 1996）的基础上，本研究调查了参与者在统计学视频讲座中感知人类和虚拟讲师（即动画教学代理）所描绘的不同情绪的能力。研究人员向参与者展示了真人教练或虚拟教练的简短视频片段，其中展示了四种不同的情绪：快乐、满足、无聊和沮丧。参与者被要求对每个视频片段对这四种情绪的表现程度进行评分。参与者能够识别教练所展示的每一种情绪，但在区分积极情绪（快乐和满足）和消极情绪（无聊和沮丧）方面要比区分主动情绪（快乐和沮丧）和被动情绪（满足和无聊）方面要好得多。此外，参与者能够识别真人教练和动画代理的教练情绪。然而，与动画代理相比，人类教练更容易识别涉及更高活动的情绪（快乐和沮丧）。这项研究表明，学习者意识到教师（无论是真人还是动画代理）所描绘的情绪，并在教师所表现的情绪基调如何影响学习成果之间建立了链条中的第一个环节。
Students' learning from an instructional video could be affected by the instructor's emotional stance during a lesson. A first step in investigating this emotional design hypothesis is to determine whether students perceive the emotions displayed by an instructor during an instructional video. Building on Russell's (1980, 2003) model of core affect and the media equation theory (Reeves & Nass, 1996) this study investigated how well participants were able to perceive different emotions portrayed by a human and virtual instructor (i.e., animated pedagogical agent) in a video lecture on statistics. Participants were shown short video clips of either a human instructor or virtual instructor displaying four different emotions: happy, content, bored, and frustrated. The participants were asked to rate how well each video clip displayed each of those four emotions. Participants were able to recognize each of the emotions displayed by the instructor but were much better at distinguishing between positive (happy and content) and negative (bored and frustrated) emotions than between active (happy and frustrated) and passive (content and bored) emotions. Furthermore, participants were able to recognize the emotions of the instructor for both the human instructor and the animated agent. However, emotions that involved higher activity (happy and frustrated) were more easily recognized in a human instructor than an animated agent. This research shows that learners are aware of the emotions being portrayed by an instructor, both human and animated agent, and establishes the first link in the chain between how the emotional tone displayed by an instructor affects learning outcomes.