Cringe, lit, or mid:青少年语在教育聊天机器人中的情感和认知影响
Tze Wei Liew1, Su-Mae Tan2, Wei Ming Pang2
1Centre for Interaction and Experience Design, Multimedia University, Persiaran Multimedia, Cyberjaya 63100, Selangor, Malaysia; Faculty of Business, Multimedia University, Jalan Ayer Keroh Lama, 75450 Melaka, Malaysia.
Acta psychologica
|April 26, 2025
概括
将Gen-Z语整合到教育聊天机器人中可以提高参与度和积极情绪,但可能会增加认知负载. 仔细的语言适应是有效学习体验的关键.
科学领域:
- 教育技术的教育技术
- 人与计算机的交互
- 应用语言学 应用语言学
背景情况:
- 教育聊天机器人越来越多地用于学习.
- 聊天机器人的语言风格可以影响用户体验和学习成果.
- Z世代青年语代表了一个独特的社会学派,可能对数字通信产生影响.
研究的目的:
- 调查一款采用ChatGPT驱动的教育聊天机器人中的Gen-Z青年语对学习者的社会,情感和认知负载的影响.
- 检查非正式的,语透的语言如何影响聊天机器人的人格感知,情绪状态和认知负载.
- 为了比较Gen-Z语与标准个性化语言在教育聊天机器人环境中的影响.
主要方法:
- 一个在实验对象内部平衡的实验设计.
- 本科商学院的学生与两个聊天机器人版本 (Gen-Z语与标准语言) 互动.
- 通过对感知人类相似性,参与度,情绪状态,兴奋度和认知负载的定量测量来收集数据,并通过对定性评论的专题分析来补充.
主要成果:
- 与标准语言相比,Gen-Z语显著提高了人与人相似的感知 (d=0.39) 和参与 (d=0.44).
- 语注入的聊天机器人提高了积极的情绪状态 (d=0.31) 和兴奋 (d=0.30).
- 然而,Gen-Z语也增加了感知难度 (d=0.33),表明潜在的外部认知负载和混合的定性参与者反应.
结论:
- 在教育聊天机器人中使用Gen-Z语在增加参与度和潜在的认知分心之间进行了权衡.
- 有效的实施需要平衡语言特征,以优化不同学习者的参与度和认知负载.
- 开发人员和教育工作者应该考虑适应性语言策略,与教学目标和学习者个人资料保持一致.
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