教育智能体如何影响学习者情绪与学习效果?--基于国内外39篇实验或准实验研究文献的元分析

How Does Pedagogical Agent Affect Learners’Emotions and Learning Effects?--A Meta-Analysis Based on 39 Experimental or Quasi-experimental Studies at Home and Abroad

教育智能体作为数字学习环境中学习者的虚拟教师或同伴等角色,可为学习者提供认知和情感支持。然而,研究者关于教育智能体能否改善学习者情绪与学习效果的结论存在差异,使得如何有效设计教育智能体尚不明确。为此,文章构建了教育智能体对学习作用机制的理论框架,并在此基础上采用元分析方法对国内外39篇相关实验或准实验研究文献进行了系统分析。结果表明:教育智能体有利于改善学习者的情绪与学习效果;知识类型、学段、教育智能体的特征(包括静态特征、动态特征和声音特征)具有调节作用。基于研究结果,文章针对教育智能体的设计与应用提出建议,以期助力人工智能教育的进一步发展。

As the role of learners’virtual tutor or a companion in the digital learning environment,a pedagogical agent could provide learners with cognitive and emotional support.However,researchers’conclusions on whether a pedagogical agent can improve learners’emotions and learning outcomes vary,which makes it unclear how to effectively design a pedagogical agent.Therefore,this paper constructed the theoretical framework of the mechanism of the pedagogical agent’s effect on learning.Further,a meta-analysis method was adopted to systematically analyze 39 relevant experimental or quasi-experimental research documents at home and abroad.The results showed that the pedagogical agent was beneficial to improving learners’positive emotions and learning effects.Meanwhile,the knowledge type,school stage,and characteristics of the pedagogical agent(including static characteristics,dynamic characteristics,and voice characteristics)had moderating effects.Based on the research results,this paper put forward suggestions for the design and application of pedagogical agents,in order to help the further development of artificial intelligence education.