教学代理在多媒体学习中的作用及其机制:基于眼动和fNIRS的研究

教学代理对多媒体学习和在线学习效果的影响由于方法局限和实验控制问题，导致以往研究存在不一致的结论、代理的社会代理理论也缺乏神经生理的证据。本项目拟采用眼动、fNIRS、VR和学习测验考察教学代理对多媒体学习认知加工过程、大脑激活和学习结果的影响。通过3个递进的研究共15个实验探讨：教学代理能否提高学习的效果；教学代理的社会线索（如：手势）对学习者起到注意引导作用还是干扰了学习；基于社会代理理论，代理是否对大脑激活产生了影响；哪些因素会影响教学代理起作用及其相互作用的机制；针对成人研究的教学代理原则能否应用于幼儿的多媒体学习；成人与儿童对教学代理的加工机制是否有差异。此外，研究还将分析眼动、大脑激活等过程性指标与学习效果等结果性指标的关系，为验证社会代理理论提供更为直接的证据。研究对于揭示教学代理在多媒体学习和在线学习中作用机制，以及如何科学合理地开发教学代理和设计在线视频课程具有重要的价值

Previous studies have inconsistent conclusion about pedagogical agent (PA) effects in multimedia learning and online learning because of research method limitation and not rigid variables control. The social agency theory is not supported by the neuroscience study. In this study, we plan to use eye tracking, fNIRS, VR, and learning tests, and explore the how PA affect cognitive processing, brain activity, and learning performance during multimedia learning. Three studies and 15 experiments were designed to answer these research questions. Would PA improve learning outcomes in multimedia learning? Does PA’s social cues (e.g., gesture) guide learners’ attention or distract their attention? Based on social agency theory, how PA influences the brain activity? What are the factors that affect PA effect and set the boundary condition in multimedia learning? Could we apply PA principle to children during learning with multimedia and online courses? What’s the brain activity difference between adults and children when they are engaging with PA? Moreover, we plan to analyze the correlation among eye tracking data, brain image data, and learning outcomes to give the social agency theory direct empirical support. This study will shed new light on PA effect and social agency theory in multimedia learning, and have practical implications for PA and online course design.