Using affective embodied agents in information literacy education

机译：在信息素养教育中使用情感体现主体

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This study aims to evaluate the impact of affective embodied agents (EAs) on students' learning performance in an online tutorial that teaches academic information seeking skills. A hundred and twenty tertiary students from two major universities participated in the between-subjects experiment. The results suggested that the use of affective EAs significantly increased students' learning motivation and enjoyment, compared to neutral-EAs or text-only conditions. However, there were no significant differences in knowledge retention between the three groups. This study paves the way for a better understanding of embedding affective EAs in online information literacy (IL) education. Furthermore, the improvement in students' learning motivation and enjoyment can serve as a basis for future research in this context.

机译：这项研究旨在通过在线教学知识评估技巧来评估情感体现主体（EA）对学生学习成绩的影响。来自两所主要大学的120名大学生参加了受试者间实验。结果表明，与中性EA或纯文本条件相比，使用情感EA显着提高了学生的学习动机和娱乐性。但是，三组之间的知识保留没有显着差异。这项研究为更好地理解将情感EA嵌入在线信息素养（IL）教育中铺平了道路。此外，在这种情况下，学生学习动机和学习乐趣的改善可以作为未来研究的基础。

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来源
《2014 IEEE/ACM Joint Conference on Digital Libraries》|2014年|389-398|共10页
会议地点 London(GB)
作者
Yan Ru Guo; Goh D.H.-L.; Luyt B.;
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作者单位

Wee Kim Wee Sch. of Commun. Inf., Nanyang Technol. Univ., Singapore, Singapore;

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会议组织
原文格式 PDF
正文语种 eng
中图分类
关键词
computer aided instruction; information science education; student experiments; academic information seeking skills; affective embodied agents; information literacy education; knowledge retention; online tutorial; students learning; Computers; Context; Educational institutions; Libraries; Reliability; Tutorials; Affect; Information Search Process (ISP); affective agents; embodied agents; emotions; enjoyment; information literacy; information seeking; knowledge retention; motivation;

机译：计算机辅助教学;信息科学教育;学生实验;学术信息搜索技能;情感体现的主体;信息素养教育;知识保留;在线教程;学生学习;计算机;上下文;教育机构;图书馆;可靠性;教程;影响;信息搜索流程（ISP）;情感主体;具体主体;情绪;享受;信息素养;信息寻求;知识保留;动机;;

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1. Evaluation of affective embodied agents in an information literacy game [J] . Guo Yan Ru, Goh Dion Hoe-Lian Computers & education . 2016,第deca期

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2. Affective Embodied Agents and Their Effect on Decision Making [J] . Adrian Acosta-Mitjans, Dagoberto Cruz-Sandoval, Ramon Hervas, Proceedings . 2019,第1期

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3. The affective outcomes of using influence tactics in embodied conversational agents [J] . Douglas C. Derrick, Gina Scott Ligon Computers in Human Behavior . 2014,第APRa期

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4. Using affective embodied agents in information literacy education [C] . Yan Ru Guo, Goh D.H.-L., Luyt B. IEEE/ACM Joint Conference on Digital Libraries . 2014

机译：在信息素养教育中使用情感体现特工
5. Persuasive embodied agents: Using embodied agents to change people's behavior, beliefs, and assessments. [D] . Pickard, Matthew David. 2012

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6. Embodied science and mixed reality: How gesture and motion capture affect physics education [O] . Mina C. Johnson-Glenberg, Colleen Megowan-Romanowicz 2017

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Using affective embodied agents in information literacy education

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