心理科学进展 ›› 2022, Vol. 30 ›› Issue (7): 1524-1535.doi: 10.3724/SP.J.1042.2022.01524 cstr: 32111.14.2022.01524
收稿日期:
2021-08-24
出版日期:
2022-07-15
发布日期:
2022-05-17
基金资助:
WANG Yanqing, GONG Shaoying(), JIANG Tiantian, Wu Yanan
Received:
2021-08-24
Online:
2022-07-15
Published:
2022-05-17
摘要:
近年来,情感代理如何影响学习受到了研究者们的高度重视。情感代理是可以通过面部表情、声音、肢体动作和言语信息等影响学习者情感体验的教学代理。以往研究主要关注两种类型的情感代理:表达型情感代理和移情型情感代理。表达型情感代理是仅通过自身的情绪表达(如:使用微笑的面部表情和热情的声音)以影响学习者情绪体验的代理。移情型情感代理则是能根据学习者的学习表现或情绪状态给予情感反馈(如;点头、鼓励和共情)的代理,其目的是为了调节学习者的情绪、激励其继续努力。虽然不同的研究者对情感代理的具体操作有所不同,但无论哪种类型的情感代理均是为了增加学习者的积极情绪,提高内部动机,最终促进学习。关于情感代理的潜在作用,研究者基于不同的理论观点给出了不同的解释。情绪感染理论认为一个人的情绪状态容易受到另一个人情绪表达的影响,因此界面代理的情绪会直接影响学习者的情绪和动机。情绪反应理论认为如果教师的言语和非言语线索诱发了积极的情绪,学习者就会产生趋近学习的行为(例如,制定相应的学习计划)。多媒体学习认知情感理论强调了学习过程中情感和动机的重要性。基于多媒体学习认知情感理论,情感代理能唤起学习者的积极情绪,增加学习动机,进而提高学习成绩。而认知负荷理论和干扰理论却认为情感代理丰富的面部表情和手势动作可能会增加学习者的外部认知负荷,吸引学习者的注意力,减少对关键信息的注意,因此干扰学习效果。在上述理论的指导下,研究者们对情感代理的效果进行了探究,结果发现,情感代理可以有效地唤起学习者的积极情绪(d积极情绪= 0.45),提高学习动机(d内部动机= 0.52)。但不一定能影响认知负荷(d内部认知负荷 = -0.01;d外部认知负荷 = 0.09;d相关认知负荷 = 0.08),并且在学习效果上的作用也比较微弱(d保持 = 0.18;d理解 = 0.32;d迁移 = 0.14;d联合 = 0.32)。情感代理在学习效果上的作用不稳健的原因可能是受到了潜在调节因素的影响。例如,学习者的个体特征(如,工作记忆能力和年级水平)、情感代理的类型、任务特征和测验时间等。总之,尽管目前关于情感代理的研究结果存在不一致,但整体而言,在积极情感代理条件下,学习者更加快乐,更有动力。因此,在教育实践中,教学设计者可以考虑为学习者呈现一个积极的教学代理以帮助他们更加快乐地学习。未来关于情感代理的研究需要继续关注情感代理的操纵和评定方法;探究影响情感代理效果的边界条件;考察情感代理影响学习背后的神经机制;提高情感代理研究的生态效度等。
中图分类号:
王燕青, 龚少英, 姜甜甜, 吴亚男. (2022). 情感代理能否提高多媒体学习的效果?. 心理科学进展 , 30(7), 1524-1535.
WANG Yanqing, GONG Shaoying, JIANG Tiantian, Wu Yanan. (2022). Can affective pedagogical agent facilitate multimedia learning?. Advances in Psychological Science, 30(7), 1524-1535.
图1 基于情绪感染理论、情绪反应理论和CATLM视角下情感代理促进学习的加工过程(注:箭头表示可能的因果关系方向) 注:参考Hatfield et al., 1994; Horan et al., 2012; Horovitz & Mayer, 2021; Lawson et al., 2021; Moreno & Mayer, 2007制作
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