Virtual tutor and pupil interaction: A study of empathic feedback as extrinsic motivation for learning

Ali Oker*, Florian Pecune, Christelle Declercq

*この研究の対応する著者

研究成果: Article査読

4 被引用数 (Scopus)

抄録

Virtual tutors are a promising technology, providing a rich interactive environment for children to learn in. However, the question of how they should behave in order to enhance pupils’ motivation remains unanswered. Using an embodied conversational agent platform, we tested human-computer interactions with 22 children aged 9–11 years. Children performed several numeracy exercises set by two different virtual agents. One agent provided solely verbal feedback (unimodal), while the other one combined facial expressions based on real muscle contractions with its verbal feedback (bimodal). Children then completed a perceived social support questionnaire. Qualitative and quantitative data were subjected to inferential statistical tests. Results showed that the overall duration of agent-pupil interactions varied, children found the bimodal agent more empathic, and produced significantly more correct answers. Moreover, there was a positive correlation between accuracy and mean reaction times for correct answers with the bimodal agent. The lack of a correlation for the unimodal agent is discussed in the light of empathy and motivation in social cognition.

本文言語English
ジャーナルEducation and Information Technologies
DOI
出版ステータスAccepted/In press - 2020
外部発表はい

ASJC Scopus subject areas

  • 教育
  • 図書館情報学

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