教学代理情感支持的作用:多媒体学习中情感与学习策略之间的动态关系

IF 4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Educational Computing Research Pub Date : 2024-07-24 DOI:10.1177/07356331241263598
Yueru Lang, Shaoying Gong, Xiangen Hu, Boyuan Xiao, Yanqing Wang, Tiantian Jiang
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引用次数: 0

摘要

本研究利用智能辅导系统进行了两项实验,以研究教学代理(PA)的情感支持对学习者的整体和动态影响。在实验 1 中,采用了单因素组间设计,以探讨教学代理的情感支持(支持性与非支持性)对学习者的情感、内在动机和学习收获的影响。我们招募了 60 名参与者,并将他们随机分配到两种条件中的一种。实验 2 还采用单因素被试间设计,利用滞后序列分析法研究了 30 名参与者的情绪与学习策略之间的动态模式。结果显示与非支持性教学代理相比,支持性教学代理减少了挫败感,提高了学习收获,但并没有增加内在动机。此外,使用支持性教学代理的学习者在挫折和惊喜之后使用了更多适当的策略,而在困惑和愉快之后使用了较少的无效策略,以避免得出错误答案。如果学习者在这种情况下没有得到情感支持,在这些情绪之后采取的学习策略更有可能导致消极的认知结果,或者消极情绪倾向于反复出现。教師或輔助教師應及時識別學習者的情緒,並根據學習者的情緒提供適當的情緒支援。
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The Roles of Pedagogical Agent’s Emotional Support: Dynamics Between Emotions and Learning Strategies in Multimedia Learning
The present research conducted two experiments with an intelligent tutoring system to investigate the overall and dynamic impact of emotional support from a pedagogical agent (PA). In Experiment 1, a single factor intergroup design was used to explore the impact of PA’s emotional support (supportive vs. non-supportive) on learners’ emotions, intrinsic motivation, and learning gain. Sixty participants were recruited and randomly assigned to one of the two conditions. Experiment 2 also conducted a single factor between-subjects design to investigated the dynamic patterns between emotions and learning strategies among 30 participants using lag sequential analysis. Results showed that: Compared with the non-supportive pedagogical agent, the supportive pedagogical agent reduced frustration and improved learning gain, but did not increase intrinsic motivation. In addition, learners with the supportive pedagogical agent used more appropriate strategies after frustration and surprise, and use less ineffective strategies after confusion and enjoyment to avoid reaching a wrong answer. If learners did not receive emotional support in such cases, learning strategies following these emotions were more likely lead to negative cognitive results, or negative emotions tended to appear repeatedly. Instructors or PAs should identify learners’ emotions in time and provide the appropriate emotional support according to learners’ emotions.
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来源期刊
Journal of Educational Computing Research
Journal of Educational Computing Research EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
11.90
自引率
6.20%
发文量
69
期刊介绍: The goal of this Journal is to provide an international scholarly publication forum for peer-reviewed interdisciplinary research into the applications, effects, and implications of computer-based education. The Journal features articles useful for practitioners and theorists alike. The terms "education" and "computing" are viewed broadly. “Education” refers to the use of computer-based technologies at all levels of the formal education system, business and industry, home-schooling, lifelong learning, and unintentional learning environments. “Computing” refers to all forms of computer applications and innovations - both hardware and software. For example, this could range from mobile and ubiquitous computing to immersive 3D simulations and games to computing-enhanced virtual learning environments.
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