参与、学术情绪和人工智能应用在虚拟世界中的创造力:面部表情的研究

IF 5.1 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Yu-Shan Chang
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引用次数: 0

摘要

由于人工智能(AI)的快速发展以及新冠肺炎疫情后在线学习的广泛采用,虚拟世界已成为创新教学的重要策略。本研究旨在通过面部表情分析学术情绪,探讨元宇宙对人工智能应用中学习投入、学习情绪和创造性表现的影响。方法采用非等量组前测后准实验结构对97名公立高中学生进行研究。实验教学主题为AI图像识别和语音识别,实验组接受在线元态教学,对照组通过谷歌Meet接受教学。结果与结论主要发现如下:元环境对学习投入的认知、情感和社会维度有显著的正向影响,但对行为维度没有影响;虚拟世界对AI应用程序设计的创造性表现产生了重大影响,特别是在移情、定义、构思和测试阶段;而元宇宙显著影响学术情绪,观察到愤怒和悲伤的表达增加,特别是在设计思维的移情、定义和构思阶段。因此,本研究的结果为在教学中采用元空间和辅助工具提供了教学基础。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Engagement, Academic Emotions, and Artificial Intelligence Application Creativity in the Metaverse: A Study of Facial Expressions

Background

Due to the rapid development of artificial intelligence (AI) and the widespread adoption of online learning post-COVID-19, the metaverse has become an important strategy for innovative teaching.

Objectives

This study aimed to investigate the impact of the metaverse on learning engagement, learning emotions, and creative performance in AI applications by analysing academic emotions through facial expressions.

Methods

The study was conducted as a non-equivalent group pretest–posttest quasi-experimental construct involving 97 students from a public high school. The experimental teaching theme focused on AI image recognition and speech recognition, with the experimental group receiving online metaverse instruction and the control group receiving instruction through Google Meet.

Results and Conclusion

Key findings include the following: the metaverse significantly and positively influenced cognitive, emotional, and social dimensions of learning engagement, but no impact was observed on the behavioural dimension; the metaverse had a substantial impact on the creative performance of AI application design, particularly in the empathy, definition, ideation, and testing stages; and the metaverse significantly affected academic emotions, with increased expressions of anger and sadness observed, particularly during the empathy, definition, and ideation stages of design thinking. Thus, the results of this study provide a pedagogical foundation for the adoption of the metaverse and auxiliary tools in teaching.

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来源期刊
Journal of Computer Assisted Learning
Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
9.70
自引率
6.00%
发文量
116
期刊介绍: The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope
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