Do Learners Recognize and Relate to the Emotions Displayed By Virtual Instructors?
Do Learners Recognize and Relate to the Emotions Displayed By Virtual Instructors?
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DOI：
10.1007/s40593-021-00238-2
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发表时间：
2021-01-20
影响因子：
4.9
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
已经有很多关于动画教学代理在教育背景下的有效性的研究，但是很少有关于他们所表现出的情感如何有助于学习者理解课程的研究。积极性原则表明，与消极情绪的教师相比，学习者应该从积极情绪的教师那里学得更好。此外，媒体方程理论（Reeves and Nass 1996）认为这一原则也适用于动画教师。在一个实验中，学生观看了一节关于二项式概率的课，这节课由一位动画教师讲授，他是快乐的（积极/主动），内容丰富的（积极/被动），沮丧的（消极/主动），或无聊的（消极/被动）。学习者能够从消极情绪中识别积极情绪，认为积极的教师更善于促进学习，更可信，更人性化，更有吸引力。此外，学习者谁看到积极的教师表示，他们试图注意到教训，享受教训比那些谁看到消极的教师。然而，学习者谁看到积极的教师并没有表现得更好的延迟测试比那些谁看到消极的教师。这表明，学习者认识到虚拟教师的情绪，并作出反应，但需要研究，以确定虚拟教师所表现出的情绪如何可以促进更好的学习成果。
There has been much research on the effectiveness of animated pedagogical agents in an educational context, however there is little research about how the emotions they display contribute to a learner's understanding of the lesson. The positivity principle suggests that learners should learn better from instructors with positive emotions compared to those with negative emotions. Additionally, the media equation theory (Reeves and Nass 1996) would suggest this principle should be true for animated instructors as well. In an experiment, students viewed a lesson on binomial probability taught by an animated instructor who was happy (positive/active), content (positive/passive), frustrated (negative/active), or bored (negative/passive). Learners were able to recognize positive from negative emotions, rated the positive instructors as better at facilitating learning, more credible, more human-like, and more engaging. Additionally, learners who saw positive instructors indicated they tried to pay attention to the lesson and enjoyed the lesson more than those who saw negative instructors. However, learners who saw positive instructors did not perform better on a delayed test than those who saw negative instructors. This suggests that learners recognize and react to the emotions of the virtual instructors, but research is needed to determine how the emotions displayed by virtual instructors can promote better learning outcomes.