沉浸式虚拟现实环境中学习者需要何种同伴教学代理?——基于社会存在框架的研究

What Kind of Pedagogical Agent as Learning Companions Do Learners Need in an Immersive Virtual Reality Environment?—A Study Based on Social Presence

王雪 ¹刘伊祉兰 ¹兰翠玲 ¹邢晓宁 ¹余能保²

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作者信息

1. 天津师范大学教育学部(天津300387)
2. 天津工业大学人文学院(天津300387)
折叠

摘要

沉浸式虚拟现实(immersive virtual reality,IVR)技术的应用并不总能有效促进学习,而学习者的社会存在是其中的关键影响因素.研究设计了意识型、情感型和认知型三种同伴教学代理,以支持社会存在,并探究其对学习者社会存在、学习体验、认知过程及学习效果的影响.研究结果显示,三种同伴教学代理均显著提升了学习者的意识社会存在;情感型和认知型同伴教学代理在一定程度上增强了学习者的认知加工过程和知识保持;认知型同伴教学代理还显著促进了知识迁移.最后,基于研究结果,提出了同伴教学代理的设计与应用策略,为优化IVR教学代理,以及基于生成式人工智能的教育智能体和虚拟数字人的功能优化提供了理论参考.

Abstract

The application of immersive virtual reality(IVR)technology does not consistently enhance learning outcomes,with learners'social presence emerging as a critical influencing factor.This study designed three types of pedagogical agents as learning companions(PALs):awareness-oriented,affective-oriented,and cognitive-oriented.It examed their effects on learners'social pres-ence,learning experience,cognitive processes,and learning outcomes.The findings indicate that all three PALs significantly improved learners'awareness dimension of social presence.Affective-oriented and cognitive-oriented PALs,to some extent,enhanced learners'cognitive processing and knowledge retention,while the cognitive-oriented PALs significantly facilitated knowledge transfer.Based on these results,the study proposes design and application strategies for PALs,offering theoretical insights for optimizing the functionali-ties of pedagogical agents in IVR environments,generative-AI-based pedagogical agents and virtual digital human.

关键词

沉浸式虚拟现实/同伴教学代理/社会存在/教育智能体/虚拟数字人/眼动追踪

Key words

Immersive virtual reality/Pedagogical agent as learning companions/Social presence/Pedagogical agent/Virtual digital human/Eye-tracking

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出版年

2024

远程教育杂志

浙江广播电视大学

远程教育杂志

CSTPCDCSSCI北大核心

影响因子：11.03

ISSN：1672-0008

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