Animated pedagogical agents enhance learning outcomes and brain activity during learning
Animated pedagogical agents enhance learning outcomes and brain activity during learning
复制标题
动画教学代理可提高学习成果和学习过程中的大脑活动
DOI：
10.1111/jcal.12634
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发表时间：
2021-12
影响因子：
5
通讯作者：
Mayer Richard
中科院分区：
文献类型：
--
作者：
Li Wenjing;Wang Fuxing;Mayer Richard
背景随着网络学习的迅速普及，如何提高网络学习质量引起了人们的广泛关注。一个显示眼睛凝视和手势的类人教学代理（PA）通常被添加到在线多媒体课程中，以增加社交联系并改善电子学习环境中的学习。然而，关于专业助理如何影响学习过程和学习结果的问题一直存在争议。本研究旨在揭示如何PA影响学习，探索PA对学习成果和大脑活动的影响在learning.MethodsCollege学生观看了一个多媒体课程的化学突触传递的过程中，无论有或没有一个具体的PA在屏幕的左侧，指向图形，她讲课。在学习过程中，通过功能性近红外光谱（fNIRS）系统测量学生的大脑皮层活动，并在学习后，学生完成学习成果后tests.Results和ConclusionsConsistentsConsistentsComprehensive与社会代理理论，学生学习与PA在学习成果测试中表现更好，并在学习过程中表现出更大的大脑活动在大脑的社会领域的基础上fNIRS measures.ImplicationsBy使用fNIRS技术，本研究提供了初步的新的支持的想法，即学习者参与社会处理过程中的在线学习与体现PA，导致改善学习成果。
BackgroundWith the rapid popularization of e‐learning, how to improve online learning has aroused widespread concern. A human‐like pedagogical agent (PA) that displays eye gaze and gestures, is often added to online multimedia lessons to increase social connection and improve learning in e‐learning environments. However, there has been a debate about how PAs affect learning processes and learning outcomes.ObjectivesSocial agency theory holds that learners can build a social connection with PAs, which affects learning processes and outcomes. This study seeks to reveal how PAs influence learning by exploring the influence of PAs on learning outcomes and brain activity during learning.MethodsCollege students viewed a multimedia lesson on the process of chemical synaptic transmission either with or without an embodied PA on the left side of the screen that pointed to the graphic as she lectured. During learning students' brain cortical activity was measured by a functional near‐infrared spectroscopy (fNIRS) system, and after learning students completed learning outcomes post‐tests.Results and ConclusionsConsistent with social agency theory, students learning with a PA performed better on learning outcome tests and showed greater brain activity in the social areas of the brain during learning based on fNIRS measures.ImplicationsBy using fNIRS technology, this study provides preliminary new support for the idea that learners engage in social processing during online learning with an embodied PA that leads to improved learning outcomes.
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DOI：
10.3724/sp.j.1042.2017.00012
发表时间：
2017-01
期刊：
--
影响因子：
--
作者：
Wang Fuxing;Liang Wenjing;X. Heping;Liu Huashan
通讯作者：
Wang Fuxing;Liang Wenjing;X. Heping;Liu Huashan
影响因子：
3.7
作者：
Pelphrey, KA;Morris, JP;McCarthy, G
通讯作者：
McCarthy, G
影响因子：
4.9
作者：
R. Atkinson
通讯作者：
R. Atkinson
影响因子：
5.7
作者：
Redcay, Elizabeth;Dodell-Feder, David;Pearrow, Mark J.;Mavros, Penelope L.;Kleiner, Mario;Gabrieli, John D. E.;Saxe, Rebecca
通讯作者：
Saxe, Rebecca
DOI：
10.1016/j.compedu.2010.09.016
发表时间：
2011-02
期刊：
Comput. Educ.
影响因子：
--
作者：
Yanghee Kim;Q. Wei
通讯作者：
Yanghee Kim;Q. Wei