在线协作会话中情绪设计支持的教学代理反馈模型构建及应用研究

A Study on Construction and Application of Pedagogical Agent Feedback Model Supported by Emotional Design in Online Collaborative Sessions

教学代理的反馈有利于提升学习绩效,并且反馈的情绪设计可以有效激发学习者的积极情绪并增强他们的学习动机。然而,目前针对在线协作会话中学习者参与度低、协作知识建构抑制等问题,探讨情绪设计支持的教学代理反馈策略的研究依旧较少。文章通过梳理情绪反应理论等相关研究,构建了情绪设计支持的教学代理反馈模型,为面向在线协作会话的智能教学代理反馈设计提供参考。在此基础上,文章开展了准实验研究以验证模型的有效性。研究发现:(1)教学代理提供的学习情况反馈能够促进协作会话参与和协作知识建构;(2)且情绪设计支持的教学代理反馈更能促进在线协作会话参与和协作知识建构;(3)学习者对提供学习情况和积极情绪反馈的教学代理的技术接受程度显著高于只提供学习情况反馈的教学代理。这些发现为教学代理的设计和开发提供了有益的指导。

Feedback from pedagogical agents facilitates learning performance,and the emotional design of feedback can effectively stimulate learners'positive emotions and enhancing their motivation to learn. However, there are still few studies that explore the feedback strategies of pedagogical agents supported by emotional design to address the problems of low learner engagement and inhibition of collaborative knowledge construction in online collaborative sessions. This paper constructs a pedagogical agent feedback model supported by emotional design by reviewing emotional response theory and other related studies, and provides a reference for intelligent pedagogical agent feedback design for online collaborative sessions. On this basis, a quasi-experimental study is conducted to verify the validity of the model. The findings indicate that: (1) the learning feedback provided by pedagogical agents can promote the participation of collaborative sessions and collaborative knowledge building. (2) The pedagogical agent feedback supported by emotional design is more likely to promote the participation of collaborative sessions and collaborative knowledge building. (3) Learners' acceptance of the pedagogical agent that provides the feedback on learning and positive emotions is significantly higher than that of the pedagogical agent that only provides the feedback on learning. These findings provide useful guidance for the design and development of pedagogical agents.