【摘要】：隨著計算機輔助學習(CAL)的發(fā)展,動畫教學代理(Animation Pedagogical Agent,簡稱APA)逐漸以其獨特性在多媒體教學中得到廣泛應(yīng)用。動畫教學代理以某種形象作為載體,運用其移動、指示等外在功能,以及其情感、交互等內(nèi)在影響,共同發(fā)揮作用而影響學習者的學習效果。與此同時,近年來,微課作為一種新型教學資源逐漸得到開發(fā)及應(yīng)用,其教學內(nèi)容短小但教學活動完整,體現(xiàn)了以學生為本的教學思想,因此本研究將APA與微課結(jié)合起來討論,旨在提高學習者的學習效果。然而,先前的研究發(fā)現(xiàn),APA對學習者學習效果的促進作用會受到很多相關(guān)因素的影響,例如學習者的先前知識和APA角色等。首先,APA作為一種輔助手段,對不同先前知識的學習者影響不同,對于同一類由APA指導的教學,低先前知識學習者往往能夠取得更好的學習效果,而APA的指導對高先前知識學習者測驗成績卻并沒有表現(xiàn)出任何促進作用,甚至影響學習者取得正常學習效果。其次,APA以某種形象呈現(xiàn)在學習者面前,不同學習者對APA角色的偏好不同,而當屏幕上呈現(xiàn)的角色符合學習者偏好時,則該APA會在一定程度上提高學習者的學習興趣,從而有助于學習者取得較好的測驗成績,反之亦然,因此不同角色的APA對學習者學習效果的影響也不相同。因此,本研究對以上兩個問題進行針對性實驗。首先,實驗一探究APA對不同先前知識學習者微課學習效果研究,實驗設(shè)計為(無APA,有APA)*(高先前知識學習者,低先前知識學習者)。之后,探究APA角色對學習者微課學習效果的影響,實驗設(shè)計為:將學習者隨機分成三組,并一一對應(yīng)助手、教師、專家三種APA角色,分別進行微課學習。實驗結(jié)果顯示低先前知識學習者在APA指導下有更高的測驗成績;APA以助手而非教師和專家的角色指導教學時,學習者取得更高的測驗成績。
[Abstract]:With the development of computer aided learning (CAL), animation teaching agent (Animation Pedagogical Agent, (APA) has been widely used in multimedia teaching due to its unique characteristics. The animation teaching agent takes a certain image as the carrier, exerts its external functions such as movement, indication and so on, as well as its inner influence, such as emotion, interaction, and so on, and exerts its function together to influence the learner's learning effect. At the same time, in recent years, as a new kind of teaching resources, microcourse has been developed and applied gradually. Its teaching content is short but teaching activity is complete, which embodies the student-oriented teaching thought. Therefore, this study combines APA and micro-class to discuss. The aim is to improve the learning effect of learners. However, previous studies have found that the contribution of APA to learner learning is influenced by many related factors, such as learners' prior knowledge and APA role. First of all, as an auxiliary means, it has different influence on the learners with different prior knowledge. For the same type of teaching guided by APA, the learners with low prior knowledge can often achieve better learning results. However, the guidance of APA did not promote the achievement of previous knowledge learners, and even affected the learners to achieve normal learning results. Secondly, APA is presented to learners in a certain image. Different learners have different preferences for APA roles. However, when the roles presented on the screen correspond to learners' preferences, the APA will enhance learners' interest in learning to a certain extent. Therefore, APA in different roles has different effects on learners' learning results. Therefore, this study conducted targeted experiments on the above two problems. First of all, experiment one explores the effect of APA on the microclass learning of different previous knowledge learners. The experiment is designed as (no APA, with APA) * (high previous knowledge learners, low prior knowledge learners). Then, to explore the effect of APA role on the learning effect of micro-class, the experimental design is as follows: the learner is randomly divided into three groups, and the corresponding assistant, teacher, expert, three APA roles, respectively, for micro-lesson learning. The experimental results showed that learners with lower previous knowledge had higher test scores under the guidance of APA than learners with the role of assistant rather than teachers and experts.
【學位授予單位】：河北大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G434;G642

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