Learning with human and virtual instructors who display happy or bored emotions in video lectures
Learning with human and virtual instructors who display happy or bored emotions in video lectures
复制标题
DOI：
10.1016/j.chb.2021.106724
复制
发表时间：
2021-02-09
影响因子：
9.9
通讯作者：
Mayer, Richard E.
中科院分区：
文献类型：
--
作者：
Horovitz, Tal;Mayer, Richard E.
在这项研究中，我们调查是否情感状态（快乐或无聊）的人类或虚拟教师在教学视频统计产生不同的学习过程和结果。积极性原则指出，教师的情绪状态被学生认可（假设1），并影响他们的情绪状态（假设2），动机状态（假设3）和学习成果（假设4）。等效原理指出，人们对计算机化的导师的情绪语调的反应与人类导师的反应相同（假设5）。在一个2 × 2的受试者设计中，参与者被分配到四组中的一组观看统计视频：快乐的人（HH），快乐的代理人（HA），无聊的人（BH）和无聊的代理人（BA）。然后，他们评估了教练的情绪状态，评估了他们自己的情绪状态，评估了他们的动机状态，并进行了后测。研究结果支持积极性原则的预测1、2和3，但不支持预测4，可能是因为即时测试不够敏感。等价性原则（假设5）部分支持的人类和代理组表现出类似的评级模式，虽然效果更强的人类教练识别教练的情绪。随着在线教育的转变，重要的是要注意到，当学生从快乐的教师那里学习时，他们比从无聊的教师那里学习更快乐，更有动力。
In this study, we investigate whether the affective state (happy or bored) of a human or virtual instructor in an instructional video on statistics yields different learning processes and outcomes. The positivity principle states that the emotional state of the instructor is recognized by students (hypothesis 1) and affects their emotional state (hypothesis 2), motivational state (hypothesis 3), and learning outcomes (hypothesis 4). The equivalence principle states that people respond to the emotional tone of computerized onscreen agents in the same way as for human instructors (hypothesis 5). In a 2 x 2 between subjects design, participants were assigned to watch a statistics video in one of four groups: Happy Human (HH), Happy Agent (HA), Bored Human (BH), and Bored Agent (BA). Then, they rated the emotional state of the instructor, rated their own emotional state, rated their motivational state, and took a posttest. The findings support predictions 1, 2, and 3 of the positivity principle but not prediction 4, perhaps because an immediate test was not sensitive enough. The equivalence principle (hypothesis 5) was partially supported as the human and agent groups showed similar rating patterns although the effects were stronger for human instructors for recognizing the instructor's emotion. As education transitions online, it is important to note that students are happier and more motivated when they learn from happy instructors than from bored instructors.