{"title":"动机动因对减少外语焦虑的有效性","authors":"Dhir Parekh, Lama Elsayed, Nathan Fernandes","doi":"10.31039/ljss.2023.6.102","DOIUrl":null,"url":null,"abstract":"Utilizing resources focused on artificial intelligence (A.I.) and its influence on education, this paper analyzes the impact of “animated agents” to aid students in learning and understanding a new language. We used these articles to understand the effect that A.I. has on the anxiety levels of students and how these learners respond to differing motivational agents. Foreign Language Anxiety (FLA) is a term used to describe the stress exhibited by learners of a new language, specifically when being negatively evaluated by others or when perceiving an inability in themselves. FLA is a major barrier when it comes to the overall growth of a student and his/her proficiency in the new language, as it increases stress and decreases motivation to learn by making students think that they are not good enough. Because this has led to a notable decline in learners’ performance in that subject, pedagogical methods have been developed and examined to provide emotional support. With a group of 56 students and an e-learning system, researchers utilized either motivational or explanatory feedback through the use of text, voice, or animated agents (characters that can engage students and present information), and measured anxiety levels across the different combinations. While the motivational support of an agent was most sufficient, gender played a big role in the efficacy of different pedagogical methods; therefore, incorporating the gender of the learner into artificial intelligence systems and animated agents in the future would personalize feedback in forms that males and females can better take in and implement. To provide more equity in education, these results can be applied to other anxiety barriers that actively prevent students from developing the skills essential for their learning. 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We used these articles to understand the effect that A.I. has on the anxiety levels of students and how these learners respond to differing motivational agents. Foreign Language Anxiety (FLA) is a term used to describe the stress exhibited by learners of a new language, specifically when being negatively evaluated by others or when perceiving an inability in themselves. FLA is a major barrier when it comes to the overall growth of a student and his/her proficiency in the new language, as it increases stress and decreases motivation to learn by making students think that they are not good enough. Because this has led to a notable decline in learners’ performance in that subject, pedagogical methods have been developed and examined to provide emotional support. 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引用次数: 0
摘要
本文利用人工智能(ai)及其对教育的影响方面的资源,分析了“动画代理”对帮助学生学习和理解一门新语言的影响。我们利用这些文章来了解人工智能对学生焦虑水平的影响,以及这些学习者对不同动机因素的反应。外语焦虑(Foreign Language Anxiety, FLA)是一个术语,用来描述学习者在学习一门新语言时所表现出的压力,特别是当被他人负面评价或感觉自己无能为力时。当涉及到学生的整体成长和他/她对新语言的熟练程度时,FLA是一个主要障碍,因为它增加了压力,使学生认为自己不够好,从而降低了学习的动力。由于这导致了学习者在这门学科上的表现显著下降,教学方法已经被开发和检验,以提供情感支持。在一组56名学生和一个电子学习系统中,研究人员通过使用文本、语音或动画代理(可以吸引学生并呈现信息的角色)来利用动机或解释性反馈,并测量了不同组合的焦虑水平。虽然行动者的动机支持是最充分的,但性别在不同教学方法的有效性中起着很大的作用;因此,将学习者的性别纳入未来的人工智能系统和动画代理中,将以男性和女性更能接受和实施的形式个性化反馈。为了在教育中提供更多的公平,这些结果可以应用于其他焦虑障碍,这些障碍积极地阻碍学生发展学习所需的技能。在人工智能的适当帮助下,FLA可以成为过去,语言学习者再也不会承受学习全新事物的压力。
Effectiveness of motivational agents on reducing foreign language anxiety
Utilizing resources focused on artificial intelligence (A.I.) and its influence on education, this paper analyzes the impact of “animated agents” to aid students in learning and understanding a new language. We used these articles to understand the effect that A.I. has on the anxiety levels of students and how these learners respond to differing motivational agents. Foreign Language Anxiety (FLA) is a term used to describe the stress exhibited by learners of a new language, specifically when being negatively evaluated by others or when perceiving an inability in themselves. FLA is a major barrier when it comes to the overall growth of a student and his/her proficiency in the new language, as it increases stress and decreases motivation to learn by making students think that they are not good enough. Because this has led to a notable decline in learners’ performance in that subject, pedagogical methods have been developed and examined to provide emotional support. With a group of 56 students and an e-learning system, researchers utilized either motivational or explanatory feedback through the use of text, voice, or animated agents (characters that can engage students and present information), and measured anxiety levels across the different combinations. While the motivational support of an agent was most sufficient, gender played a big role in the efficacy of different pedagogical methods; therefore, incorporating the gender of the learner into artificial intelligence systems and animated agents in the future would personalize feedback in forms that males and females can better take in and implement. To provide more equity in education, these results can be applied to other anxiety barriers that actively prevent students from developing the skills essential for their learning. With the proper assistance from A.I., FLA can become a thing of the past, and language learners can no longer suffer from the stress of learning something entirely new.