信息呈现方式对学习效果的影响：虚拟教师拟真度的调节作用

doi:10.13366/j.dik.2023.02.020

图书情报知识 ›› 2023, Vol. 40 ›› Issue (2): 20-28.doi: 10.13366/j.dik.2023.02.020

• 专题·人智交互体验度量与智能产品设计 • 上一篇下一篇

信息呈现方式对学习效果的影响：虚拟教师拟真度的调节作用

蔡新元 ^1,2,3，陶梦楚 ^1,2,3，张健 ^1,2,3，许艳闰 ⁴

1.华中科技大学建筑与城市规划学院，武汉，430074；
2.光影交互服务技术文化和旅游部重点实验室，武汉，430074；
3.数字光影技术湖北省工程研究中心，武汉，430074；
4.武汉大学信息管理学院，武汉，430072

出版日期:2023-03-10 发布日期:2023-05-09
通讯作者: 张健（ORCID：0000-0002-8479-4551），博士，教授，研究方向：信息艺术设计，Email:zhangjianart@hust.edu.cn。
作者简介:蔡新元（ORCID：0000-0002-1133-380X），博士，教授，研究方向：人工智能艺术，Email:caixy@hust.edu.cn；陶梦楚（ORCID：0000-0003-3766-4858），博士研究生，研究方向：数字媒体艺术，Email:taomc@hust.edu.cn；许艳闰（ORCID：0000-0003-0641-0329），博士研究生，研究方向：信息行为，Email：Yarunx@whu.edu.cn。
基金资助:
本文系国家社科基金艺术学一般项目资助项目“沉浸式影像空间交互设计方法研究”（22BG133）和华中科技大学教学研究项目“基于虚拟仿真的中国传统艺术美育课教学研究”（2020067）的研究成果之一。

The Impacts of Information Presentation Modes on Learning Effects: The Moderating Role of Virtual Teachers’ Simulation Fidelity

CAI Xinyuan, TAO Mengchu, ZHANG Jian, XU Yanrun

Online:2023-03-10 Published:2023-05-09
Contact: Correspondence should be addressed to ZHANG Jian, Email: zhangjianart@hust.edu.cn, ORCID: 0000-0002-8479-4551
Supported by:
This is an outcome of the project "Research on Immersive Space Interaction Design"（22BG133）supported by National Social Science Foundation of China and the project "Research on Simulation-Based Aesthetic Education in Chinese Traditional Art"（2020067）supported by a grant from Teaching Research Project of Huazhong University of Science and Technology.

摘要/Abstract

摘要： [ 目的 / 意义 ] 人工智能的发展为传统教育教学带来了新的发展契机，引入了虚拟教师这一全新的人工智能教育主体，并由此产生了更为新颖的人智交互教学形态。探索人智教学交互中教学信息呈现方式与虚拟教师拟真度的作用，将有助于提升学习者在全新沉浸式环境中的学习效果，为未来以虚拟教师为主体的理想课堂建设提供方向。[ 研究设计 / 方法 ] 聚焦于人智教学交互情景，招募54名参与者进行了一项3（信息呈现方式：文字 / 图片 / 视频）×2（拟真度：超写实 / 卡通）的被试间受控实验，参与者被随机分配到6个组中并观看相应的教学视频，通过前后测问卷对参与者的学习体验效果进行测量。[ 结论 / 发现 ] 在虚拟教师授课的人智交互中，信息呈现方式对学习效果具有显著影响，视频带来的学习效果要显著优于文字和图片；上述影响只有当虚拟教师的拟真度较高时才存在，对卡通版虚拟教师而言，不同信息呈现方式带来的学习效果并无显著差异。[ 创新 / 价值 ] 聚焦于虚拟教师这一新颖的人工智能教学代理，通过受控实验精准度量用户学习体验，突破了经验设计的局限，为虚拟教师视觉特征及其教学信息呈现的优化提供了科学依据，丰富了以虚拟教师为主体的教学课程的基本设计原则。

关键词: 人智交互, 虚拟教师, 信息呈现方式, 拟真度, 学习效果

Abstract: [Purpose/Significance] With the development of artificial intelligence, virtual teacher has emerged as new artificial intelligence pedagogical agents, and a new forms of education has also appeared. This study aims to explore the role of knowledge presentation modes and virtual teachers' simulation fidelity in Human-AI pedagogical interaction so as to provide new possibilities for improving learning effect in the immersive environment and provide guidance for curriculum construction. [Design/Methodology] Under the scenario of HumanAI pedagogical interaction, 54 participants were recruited to complete a within-subjects design experiment of 3（knowledge presentation mode: text/picture/video）×2（degree of realism: hyper-realism/cartoon）. Participants were randomly assigned to one of six groups and watched the corresponding instructional videos. The learning effects of participants were measured through pre- and post-test questionnaires. [Findings/Conclusion] In Human-AI pedagogical interaction with virtual teachers, the mode of knowledge presentation has a significant impact on the learning effect and the learning effect of video is obviously better than that of text and pictures. These effects are only observed in virtual teachers with high-fidelity simulation, while there are no significant difference in the learning effects of different knowledge presentation modes in the low-fidelity simulation condition. [Originality/Value] Focusing on virtual teacher, a new artificial intelligence pedagogical agent,this study accurately measures the user learning experience through controlled experiments, which breaks through the limitations of experiential design and provides a scientific basis for the optimization of the virtual teacher visual features and its knowledge presentation modes, and enriches the basic design principles of teaching courses centered on virtual teachers.

Keywords: Human-AI Interaction, Virtual teacher, Knowledge presentation mode, Simulation fidelity, Learning effects

蔡新元, 陶梦楚, 张健, 许艳闰. 信息呈现方式对学习效果的影响：虚拟教师拟真度的调节作用[J]. 图书情报知识, 2023, 40(2): 20-28.

CAI Xinyuan, TAO Mengchu, ZHANG Jian, XU Yanrun. The Impacts of Information Presentation Modes on Learning Effects: The Moderating Role of Virtual Teachers’ Simulation Fidelity[J]. Documentation, Informaiton & Knowledge, 2023, 40(2): 20-28.

[1]	孙辛欣, 孙亚楠, 赵宇翔, 陈卓婧. 融入经验知识的人智交互方式对老年用户信任体验的影响[J]. 图书情报知识, 2024, 41(5): 46-55.
[2]	李卓, 童先顺, 田慧溢, 刘星辰. 增强现实抬头显示器视觉解释类型对自动驾驶系统用户接受度的影响[J]. 图书情报知识, 2023, 40(2): 40-48.
[3]	邓俊, 易欣妍, 傅诗婷. 社交机器人如何提升用户社会临场感？表情包情感效价在人智对话交互中的作用[J]. 图书情报知识, 2023, 40(2): 29-39.
[4]	姜婷婷, 田慧溢, 许艳闰, 傅诗婷. 人智交互体验度量：受控实验的应用及启示[J]. 图书情报知识, 2023, 40(2): 10-19.
[5]	姜婷婷, 许艳闰, 傅诗婷, 陆伟. 人智交互体验研究：为人本人工智能发展注入新动力[J]. 图书情报知识, 2022, 39(4): 43-55.
[6]	韩正彪, 郭靖怡, 潘培培, 徐铭泽. 基于认知分类的大学生网络健康信息搜索的学习效果研究[J]. 图书情报知识, 2020, 0(4): 19-31.

信息呈现方式对学习效果的影响：虚拟教师拟真度的调节作用

The Impacts of Information Presentation Modes on Learning Effects: The Moderating Role of Virtual Teachers’ Simulation Fidelity

PDF

可视化

摘要/Abstract

引用本文

使用本文

参考文献

相关文章 6

编辑推荐

Metrics

本文评价