适应性社会机器人如何影响认知,情感和自我调节的学习
Helene Ackermann1,2, Anna L Lange3,4, Verena V Hafner3,4
1Department of Educational Sciences, Universität Potsdam, Karl-Liebknecht-Straße 24/25, 14476, Potsdam, Germany. helene.ackermann@uni-potsdam.de.
Scientific reports
|February 24, 2025
概括
适应性机器人提供个性化的学习,但可能会减少乐趣. 个性化自适应指导改善了自我调节学习 (SRL) 行为,间接有利于结果,显示了教育技术的潜力.
科学领域:
- 教育技术的教育技术
- 人与机器人的交互
- 教育中的人工智能
背景情况:
- 不同的教育环境需要个性化的学习支持.
- 适应性技术,如社交机器人,显示了个性化教育的潜力.
- 了解机器人主导的自适应教学对学习者的影响至关重要.
研究的目的:
- 调查自适应机器人教学对学生学习成果的影响.
- 检查自适应机器人指导对学习者的情绪的影响.
- 评估自调学习 (SRL) 中自适应机器人指令的作用.
主要方法:
- 120名参与者与社交机器人一起参与了词汇学习任务.
- 条件包括固定指导 (简单或增强的提示) 和自适应指导.
- 适应条件在基于表现和享受的提示个性化方面有所不同.
主要成果:
- 与固定指导相比,自适应指导并没有显著改善任务性能或认知学习.
- 适应指导降低了任务中的乐趣,可能是由于机器人行为意外的变化.
- 个性化自适应指导增强了特定的自我调节学习 (SRL) 行为.
结论:
- 适应性社交机器人需要进一步改进,以优化学习者支持和结果.
- 平衡适应性特征与学习者的情感体验对于有效的教育融合至关重要.
- 个性化自适应指导在教育环境中有望促进自我调节的学习.
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