摘要
教育数字化转型会带来课程内容、教学活动等要素的内涵及其关系的变化,在线学习和混合教学等数字化学习方式将成为主流教学方式。在线学习带来诸多优越性的同时,也存在师生交互缺失、情绪交流缺乏的问题。虚拟学习环境中具有情绪线索的教育智能体为破解该问题提供了一种更加智慧化的手段。教育智能体是用于在线学习环境以满足不同教学目标要求、类似教师的虚拟角色,可为学习者提供认知和情感支持。然而,已有研究关于教育智能体情绪线索对在线学习全过程的作用效果尚未达成共识。为此,从动机、情绪、理解、巩固和迁移5个角度对2003年以来国内外42个相关实证研究进行了系统性分析,构建教育智能体情绪线索赋能在线学习的理论模型,并结合问卷量表法、社会网络分析法和内容分析法对高校专业课教学进行实践探究。结果表明:(1)情绪智能体组学习者的学习动机在实验前后呈现了最大幅度的提升,且存在显著高效应;(2)情绪智能体组学习者协作交互的积极性在增加,交互水平也在提升,学习热情最高;(3)情绪智能体组学习者的内部和外部认知负荷无明显变化,而相关认知负荷显著增加,促进其新知的掌握;(4)教育智能体情绪线索助力学习者记住更多的项目,从而提高了其知识保持成绩;(5)教育智能体情绪线索可以帮助学习者对更高层次的反思进行深度构建,从而发展了反思能力,也反映了其迁移能力的提升。最后,针对教育智能体的设计提出建议,以期为在线学习提供更符合个性化需求的情感认知工具,推动人工智能与教育的融合发展。
The connotations and relationships of elements such as curriculum content and teaching activities will change with the numerical transformation of education,and digital learning methods such as online learning and blended teaching will become the mainstream modes of instruction.While online learning brings many advantages,there are also problems such as lack of interaction between teachers and students and lack of emotional communication.Educational agents with emotional clues in virtual learning environment provide a more intelligent means to solve this problem.Educational agent is a virtual role similar to a teacher,which is used in online learning environment to meet different teaching objectives,and can provide cognitive and emotional support for learners.However,there is no consensus on the effect of emotional cues of educational agents on the whole process of online learning.Therefore,the study systematically analyzes 42 relevant empirical studies at home and abroad since 2003 from five perspectives:motivation,emotion,understanding,consolidation and migration,constructs a theoretical model of online learning of emotional clues empowerment of educational agents,and combined with the questionnaire,social network analysis and content analysis method.Practical inquiry has been applied to professional courses in colleges and universities.The outcomes indicate that:(1)The learning motivation of learners in emotional intelligence group has been greatly improved before and after the experiment,and there is a significant high effect;(2)The learners’enthusiasm for cooperation and interaction in emotional intelligence group is increasing,and the level of interaction is also improving,with the highest learning enthusiasm;(3)There is no obvious change in the internal and external cognitive load of emotional intelligence group learners,but the related cognitive load increases significantly,which promotes their mastery of new knowledge;(4)Emotional clues of educational agents help learners remember more items,thus improving their knowledge retention performance;(5)Emotional clues of educational agents can help learners to construct a deeper reflection at a higher level,thus developing their reflection ability and reflecting the improvement of their transfer ability.In the end,some suggestions are came up with for the layout of educational agent,in order to provide online learning with emotional cognitive tools that are more in line with individual needs and promote the integration and development of artificial intelligence and education.
作者
朱珂
卞茗慧
王东
Zhu Ke;Bian Minghui;Wang Dong(Faculty of Education,Henan Normal University,Xinxiang Henan 453007;School of Educational Science,Zhengzhou Normal College,Zhengzhou Henan 450044)
出处
《远程教育杂志》
CSSCI
北大核心
2024年第3期68-78,112,共12页
Journal of Distance Education
基金
国家社会科学基金教育学一般项目“线上一流课程视域下的高校德育实施研究”(项目编号:BEA200112)的研究成果。
关键词
教育智能体
情绪线索
在线学习
模型构建
实践探究
Pedagogical Agent
Emotional Clues
Online Learning
Model Construction
Practical Inquiry
