The Effect of Metaphoric Gestures on Schematic Understanding of Instruction Performed by a Pedagogical Conversational Agent
The Effect of Metaphoric Gestures on Schematic Understanding of Instruction Performed by a Pedagogical Conversational Agent
复制标题
隐喻手势对教学对话代理教学的图式理解的影响
DOI：
10.1007/978-3-319-20609-7_34
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发表时间：
2015
期刊：
影响因子：
--
通讯作者：
Kozo Ohara
中科院分区：
文献类型：
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作者：
Dai Hasegawa;Shinichi Shirakawa;Naoya Shioiri;Toshiki Hanawa;Hiroshi Sakuta;Kozo Ohara
本文考察了教学对话主体(PCA)的隐喻手势对学习者记忆专业术语、理解抽象概念之间的关系、学习体验以及对PCA的感知的影响。这项研究采用了单因素三水平参与者之间的设计，其中我们操纵了手势因素(语音-手势匹配与语音-手势不匹配与不匹配与不手势)。97名学生的数据是在在线学习环境中获得的。结果发现，尽管没有发现对技术术语记忆的影响，但我们发现，当PCA使用与言语内容匹配的隐喻手势时，学生对抽象概念之间关系的图式理解比使用手势不匹配时更准确，并且没有手势。与结果相反，我们还发现，学生们认为PCA有用、有帮助，并且当执行与语音内容不匹配的手势时，比起执行匹配手势时，PCA看起来更像老师。
In this paper, we examine the impact of metaphoric gestures performed by Pedagogical Conversational Agent (PCA) on learners’ memorization of technical terms, understanding of relationships between abstract concepts, learning experience, and perception of the PCA. The study employed a one-factor three-level between-participants design where we manipulated gesture factor (speech-gesture match vs. speech-gesture mismatch vs. no-gesture). The data of 97 students were acquired in on-line learning environment. As the results, while there was no effect found on memorization of technical terms, we found that students showed accurate schematic understanding of the relationship between abstract concepts when the PCA used metaphoric gestures matched to speech content than when used gestures mismatched, and no gesture. Contrary to the result, we also found that students judged the PCA useful, helpful, and felt the PCA looked like a teacher when performed mismatched gestures to speech content than when performed matched gesture.