人格与情绪策略：虚拟太极训练室中教师影响中国学生学习效果的研究

142 浏览量更新于2024-08-26 收藏 2.03MB PDF 举报

本篇研究论文探讨了教育者的人格特质和情绪反馈策略在中国学生学习过程和成绩中的重要影响，研究背景设置在虚拟太极训练环境中。作者们基于这个创新平台，设计并开发了两种不同类型的情绪反馈系统，分别是数字化反馈和硬性指导，以观察其对学生学习体验和表现的潜在作用。实验共涉及50名参与者，他们接受个性化的虚拟太极教学，并通过评估不同方面，如手势识别技术以及APAs（情绪感知助手）策略对学习效果的影响。研究的核心内容聚焦于教育者的个性特征如何通过情绪反馈策略传递，比如温和的指导方式或严格的指令，对学生的积极性、动机以及最终的学习成果产生影响。结果显示，积极的情绪反馈策略倾向于带来更积极的学习态度和显著提高的学习成绩，特别是对于性格类型为中等的学员，他们在数字化反馈情境下表现出更好的适应性和学习效率。同时，研究强调了在虚拟教学环境中尊重个人隐私的重要性，所有参与者同意他们的数据只用于学术目的，未经许可不得用于商业用途或私自发布。这项研究发表于2016年的CHI'16会议上，由杨亚军博士等人来自山东大学数字媒体工程研究中心，他们强调了个性化教学和情绪感知技术在教育领域的潜力，以及在引用该研究时应遵循的版权规定。文章的详细引用包括会议名称、地点、DOI链接，以及对原始作者和作品所有权的尊重。本研究提供了关于如何通过情感智能工具优化教育体验和提升学生学习效果的新视角，对未来教育科技的发展具有重要参考价值。

model can provide parameters which are more easily

controlled.

Moreover, Eysenck’ theory provided not only an

operationalized method for classifying human personalities

into different types but also a description of each type [19].

Eysenck provided eight descriptors for each of these

personality types as shown in Figure 2 [19]. The descriptors

include both traits and states, which make it easier to

generate corresponding personality types.

Figure 2. Eysenck’strait theory mode

The availability of Eysenck’s theory in constructing

personality of virtual agent has been verified by McRorie et

al [37]. In their study, four agents with distinct personalities

were built based on Eysenck’s theory and evaluated as

having high credibility. Therefore, Eysenck’s theory model

can provide an available basis for building personality types

of virtual agents.

For the above reasons, we have designed our APAs based

on Eysenck’s theoretical model. According to media

equation hypothesis, people make judgments on APAs in

the same way on human of zero-acquaintance. Therefore,

what we need to do next is to build the stereotypical

features (appearance, behavior, etc.) consistent with

descriptions of a defined personality type [9, 39]. In this

way, perceivers can make the corresponding personality

judgment from these visible physical features.

Emotional Feedback and Bodily Expression

In a virtual learning environment, APAs equipped with

emotional feedbacks play influential role. Kim et al.

indicated that the learners’ social judgments on the

instructional functionality of the APAs varied according to

APAs’ emotional states [30]. Later, Terzis et al. designed an

agent with empathetic encouragement behavior as emotional

feedback, and found a significant effect on learning intention

[51]. Therefore, it is necessary to add effective emotional

feedback to APAs.

Researchers have considered that facial expressions and

speech are important modalities of emotional feedback. By

contrast, bodily expressions were relatively neglected in

existing literatures. Actually, bodily expression conveys

important emotion information. Differing from other

emotional indicators such as speech or facial expression, it is

simple visual stimulus produced by combinations of parts of

the human body [42, 49]. Neuroscientific and psychological

studies have revealed that body movement is an important

modality of emotion expression [24, 36]. Upper-body

movements are of particular important functions.

Specifically, head and hands movements are actually most

often employed to express one’s affection, and hand

illustrator is one of the most frequent, regularly occurring

quantifiable bits of overt behavior accessible for

expressivity study [23]. Human observers focus attention

spontaneously around this body region when tempting to

infer others’ emotions [25].

In virtual reality environments, bodily expression can be an

important emotional expressive mode of virtual characters.

On the basis of hands position and trajectory patterns,

Balomenos et al. defined four classes of gesture for a

human-computer interaction system, including hands

clapping, hands over the head, “Italianate” gestures, and lift

of the hand [5]. The combinations of these gestures were

proved successful for the classification of six prototypical

emotions. Later, Glowinski et al. defined postural and

dynamic expressive gesture features, and developed a 4D

model of emotion expression [25]. The model effectively

classified emotions according to valence (positive, negative)

and arousal (high, low). This predominance of upper-body

movements in emotional communication is reinforced by

current computer interfaces and practice. Yet, these

expressive gestures have not been thoroughly applied in

virtual learning environment.

BUILDING PERSONALITY

Design of Personality Parameters

Based on Eysenck’s model, we created two sets APAs of

distinct personality types. Lee (male) and Lin (female) are

more choleric, Chen (male) and Cheng (female) are more

phlegmatic. The reason for selecting these two types is that

they have significant differences both in Extraversion and

Neuroticism. The two types can be operationalized and

defined by a combination of Eysenck’s factors (shown in

Figure 2), and measured by his test.

Personality types were constructed by manipulating physical

appearance, behavioral features and verbal features. The

features are associated with specified personality

stereotypes, which are defined as beliefs about the

characteristics of groups of individuals [14]. They are stored

in the brain as schemata, which automatically and

instantaneously lead perceivers to form expectations about

others’ personality [18]. Based on previous study results, we

associated sets of physical appearance, behavioral and

verbal features to each APA with its own personality (see

Table1).

Learning Feedback

#chi4good, CHI 2016, San Jose, CA, USA

435

剩余11页未读，继续阅读

weixin_38534344

粉丝: 0
资源: 916

人格与情绪策略：虚拟太极训练室中教师影响中国学生学习效果的研究

大数据时代高校太极拳教学现状及优化策略.pdf

Java毕业设计：基于SpringBoot的太极锻炼打卡系统设计与实现(源码+文档+录像演示).zip

太极拳运动对大学生能量代谢 及形态机能指标的影响 (2009年)

论文研究 - 太极拳干预对大学生感知压力，焦虑和睡眠的影响

论文研究 - 评估太极拳对1型糖尿病患者健康指标影响的初步研究

Taichi:太极示范

太极柔力球运动对青年身体素质影响研究 (2010年)

永年太极拳文化扩散影响评估：基于GIS的大事记分析

太极拳在高校：辽宁学生学习态度探究

太极框架：虚拟WiFi在飞书4.0中的实战教程

最新资源

太极拳运动对大学生能量代谢及形态机能指标的影响 (2009年)