教学代理的个性化情感反馈对大学生在线同步讨论学习投入的影响研究  

The Impact of Personalized Emotional Feedback of Pedagogical Agent on University Students’Learning Engagement in Online Synchronous Discussion

作　　者：刘清堂[1] 苗恩慧 郑欣欣 尹兴翰 李小娟[3] Liu Qingtang;Miao Enhui;Zheng Xinxin;Yin Xinghan;Li Xiaojuan(Faculty of Artificial Intelligence in Education,Central China Normal University,Wuhan Hubei 430079;Hubei Key Laboratory of Digital Education,Central China Normal University,Wuhan Hubei 430079;Faculty of Education,Henan Normal University,Xinxiang Henan 453007)

机构地区：[1]华中师范大学人工智能教育学部、数字教育湖北省重点实验室,湖北武汉430079 [2]华中师范大学人工智能教育学部,湖北武汉430079 [3]河南师范大学教育学部,河南新乡453007

出　　处：《远程教育杂志》2024年第4期31-39,63,共10页Journal of Distance Education

基　　金：国家自然科学基金项目“融合多模态数据的信息化课堂教学交互行为识别及模式挖掘研究”(项目编号:62277021);教育部人文社科规划基金项目“智能导师情绪线索对大学生在线学习影响的作用机制研究”(项目编号:22YJAZH067)的研究成果。

摘　　要：教学代理已成为支持大学生在线同步讨论学习的重要角色,而关于教学代理的个性化情感反馈能否提高学习投入的问题,目前尚待进一步探索。为此,选择社交软件QQ作为讨论工具,结合学生协作讨论表现设计了教学代理支持的个性化情感反馈策略,使用准实验法探究了在线同步讨论中教学代理的个性化情感反馈对大学生学习投入影响的有效性、持久性和差异性。结果表明:教学代理的个性化情感反馈有助于促进学生的协作学习投入;对不同外在动机水平的学习者影响具有差异性;对学习投入的影响效应随时间推移有所减弱。基于此,建议:讨论初期教学代理的情感反馈应结合学生表现提供情感支持;讨论中后期应逐渐撤离情感支持。Pedagogical agents have become an important role in supporting university students’online synchronous discussion and learning.However,whether personalized emotional feedback of pedagogical agents can improve learning engagement remains to be further explored.In this study,the social software QQ was selected as a discussion tool,and a personalized emotional feedback strategy supported by pedagogical agent was designed based on the performance of students’collaborative discussion.The quasi-experimental method was used to explore the effectiveness,persistence and difference of the influence of personalized emotional feedback of pedagogical agent on college students’learning engagement in online synchronous discussion.The results show that:the personalized emotional feedback of pedagogical agent can promote students’collaborative learning engagement;the influence on learners with different levels of extrinsic motivation is different;the effect on learning engagement has weakened over time.Research suggestions:At the beginning of the discussion,the emotional feedback of the pedagogical agent should provide emotional support based on student performance;emotional support should be gradually fade away in the middle and late stages of the discussion.

关 键 词：教学代理 个性化情感反馈 学习投入 协作学习 在线同步讨论 

分 类 号：G420[文化科学—课程与教学论]