【摘要】：隨著計(jì)算機(jī)輔助學(xué)習(xí)(CAL)的發(fā)展,動(dòng)畫教學(xué)代理(Animation Pedagogical Agent,簡(jiǎn)稱APA)逐漸以其獨(dú)特性在多媒體教學(xué)中得到廣泛應(yīng)用。動(dòng)畫教學(xué)代理以某種形象作為載體,運(yùn)用其移動(dòng)、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(xué)習(xí)者的學(xué)習(xí)效果。與此同時(shí),近年來(lái),微課作為一種新型教學(xué)資源逐漸得到開發(fā)及應(yīng)用,其教學(xué)內(nèi)容短小但教學(xué)活動(dòng)完整,體現(xiàn)了以學(xué)生為本的教學(xué)思想,因此本研究將APA與微課結(jié)合起來(lái)討論,旨在提高學(xué)習(xí)者的學(xué)習(xí)效果。然而,先前的研究發(fā)現(xiàn),APA對(duì)學(xué)習(xí)者學(xué)習(xí)效果的促進(jìn)作用會(huì)受到很多相關(guān)因素的影響,例如學(xué)習(xí)者的先前知識(shí)和APA角色等。首先,APA作為一種輔助手段,對(duì)不同先前知識(shí)的學(xué)習(xí)者影響不同,對(duì)于同一類由APA指導(dǎo)的教學(xué),低先前知識(shí)學(xué)習(xí)者往往能夠取得更好的學(xué)習(xí)效果,而APA的指導(dǎo)對(duì)高先前知識(shí)學(xué)習(xí)者測(cè)驗(yàn)成績(jī)卻并沒(méi)有表現(xiàn)出任何促進(jìn)作用,甚至影響學(xué)習(xí)者取得正常學(xué)習(xí)效果。其次,APA以某種形象呈現(xiàn)在學(xué)習(xí)者面前,不同學(xué)習(xí)者對(duì)APA角色的偏好不同,而當(dāng)屏幕上呈現(xiàn)的角色符合學(xué)習(xí)者偏好時(shí),則該APA會(huì)在一定程度上提高學(xué)習(xí)者的學(xué)習(xí)興趣,從而有助于學(xué)習(xí)者取得較好的測(cè)驗(yàn)成績(jī),反之亦然,因此不同角色的APA對(duì)學(xué)習(xí)者學(xué)習(xí)效果的影響也不相同。因此,本研究對(duì)以上兩個(gè)問(wèn)題進(jìn)行針對(duì)性實(shí)驗(yàn)。首先,實(shí)驗(yàn)一探究APA對(duì)不同先前知識(shí)學(xué)習(xí)者微課學(xué)習(xí)效果研究,實(shí)驗(yàn)設(shè)計(jì)為(無(wú)APA,有APA)*(高先前知識(shí)學(xué)習(xí)者,低先前知識(shí)學(xué)習(xí)者)。之后,探究APA角色對(duì)學(xué)習(xí)者微課學(xué)習(xí)效果的影響,實(shí)驗(yàn)設(shè)計(jì)為:將學(xué)習(xí)者隨機(jī)分成三組,并一一對(duì)應(yīng)助手、教師、專家三種APA角色,分別進(jìn)行微課學(xué)習(xí)。實(shí)驗(yàn)結(jié)果顯示低先前知識(shí)學(xué)習(xí)者在APA指導(dǎo)下有更高的測(cè)驗(yàn)成績(jī);APA以助手而非教師和專家的角色指導(dǎo)教學(xué)時(shí),學(xué)習(xí)者取得更高的測(cè)驗(yàn)成績(jī)。
[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(xué)位授予單位】：河北大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G434;G642

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