%0 Journal Article %T 情绪教学代理对多媒体学习的影响：一项元分析研究
The Impact of Emotional Pedagogical Agents on Multimedia Learning: A Meta-Analysis %A 宋迎吉 %A 郑玉玮 %A 李辉 %J Advances in Psychology %P 78-90 %@ 2160-7281 %D 2025 %I Hans Publishing %R 10.12677/ap.2025.155272 %X 情绪教学代理作为一种嵌入在多媒体课程中的角色形象，对学习者的学习体验和表现具有重要影响。然而，先前关于情绪教学代理影响的研究结果存在不一致性。为此，本研究采用元分析方法，系统考察了情绪教学代理对多媒体学习者学习表现及认知负荷的影响，并深入探讨了可能导致以往研究结果不一致的调节因素。本研究共纳入符合标准的文献22篇，涉及总样本量2681人，生成了160个效应量。研究结果显示，情绪教学代理能够显著提升保持成绩(g = 0.31)、迁移成绩(g = 0.26)，并降低内在认知负荷(g = −0.13)，但对外在认知负荷(g = −0.03)和相关认知负荷(g = 0.04)的影响不显著。进一步的调节因素分析揭示，情绪教学代理对多媒体学习的影响受代理的特征(如外观和声音类型)、被试特征(如女性占比)以及学习材料特征(如学科领域)的调节。
Emotional pedagogical agents, as character images embedded in multimedia courses, have a significant impact on learners’ learning experiences and performance. However, previous research findings on the effects of emotional pas have been inconsistent. Therefore, this study employed a meta-analysis approach to systematically examine the influence of emotional pas on multimedia learners’ learning performance and cognitive load, and to delve into the moderating factors that may contribute to the inconsistencies in previous research results. A total of 22 studies meeting the inclusion criteria were included in this study, involving a total sample size of 2681 participants, and 160 effect sizes were generated. The results indicated that emotional pas can significantly improve retention scores (g = 0.31) and transfer scores (g = 0.26), and reduce intrinsic cognitive load (g = −0.13), but their effects on extrinsic cognitive load (g = −0.03) and germane cognitive load (g = 0.04) were not significant. Further moderating factor analysis revealed that the influence of emotional pas on multimedia learning is moderated by the characteristics of emotional pas (such as appearance and voice type), participant characteristics (such as the proportion of females), and learning material characteristics (such as subject area). %K 情绪教学代理， %K 多媒体学习， %K 元分析
Emotional Pedagogical Agents %K Multimedia Learning %K Meta-Analysis %U http://www.hanspub.org/journal/PaperInformation.aspx?PaperID=114030