The persona effect: affective impact of animated pedagogical agents
The persona effect: affective impact of animated pedagogical agents
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DOI：
10.1145/258549.258797
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发表时间：
1997-03
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影响因子：
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通讯作者：
James C. Lester;S. Converse;Susan H. Kahler;S. T. Barlow;Brian A. Stone;Ravinder S. Bhogal
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文献类型：
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作者：
James C. Lester;S. Converse;Susan H. Kahler;S. T. Barlow;Brian A. Stone;Ravinder S. Bhogal
存在于交互式学习环境中的动画教学代理能够表现出极其逼真的行为。除了针对学生在学习环境中的活动提供解决问题的建议外，这些代理可能还能够起到强大的激励作用。要设计最有效的基于代理的学习环境软件，必须了解学生如何从情感维度（如鼓励、有用性、可信度和清晰度）来感知动画教学代理。本文描述了一项关于动画教学代理对学生学习体验的情感影响的研究。一百名中学生与动画教学代理进行交互，以评估他们对代理情感特征的感知。研究揭示了角色效应，即交互式学习环境中一个逼真的角色（即使它不具有表现力）的存在，能够对学生对其学习体验的感知产生强烈的积极影响。该研究还展示了多种类型的解释行为对情感感知和学习表现的有趣影响。
Animated pedagogical agents that inhabit interactive learning environments can exhibit strikingly lifelike behaviors. In addition to providing problem-solving advice in response to students’ activities in the learning environment, these agents may also be able to play a powerful motivational role. To design the most effective agent-based learning environment software, it is essential to understand how students perceive an animated pedagogical agent with regard to affective dimensions such as encouragement, utility, credibility, and clarity. This paper describes a study of the affective impact of animated pedagogical agents on students’ learning experiences. One hundred middle school students interacted with animated pedagogical agents to assess their perception of agents’ affective characteristics. The study revealed the persona eflecr, which is that the presence of a lifelike character in an interactive learning environment~ven one that is not expressive— can have a strong positive effect on student’s perception of their learning experience. The study also demonstrates the interesting effect of multiple types of explanatory behaviors on both affective perception and learning performance.