作者：余舒凡，刘清堂，叶蕊秋，徐苏晓，李平

出版刊物：2026 AERA Annual Meeting

出版时间：2026年

内容摘要：

In real classrooms, teachers' emotional tone and visual expressions sometimes mismatch, yet the impact on learning remains unclear. This study examined how (in)congruency between a human-like pedagogical agent’s vocal tone and facial/gestural expressions affects simulation-based learning. Results revealed that positive visual-tone congruency significantly improved retention, positive emotion, and intrinsic motivation compared to positive visual-dominant and outperformed the neutral congruency condition in all measures. Surprisingly, the positive tone-dominant incongruency produced comparable effects to positive congruency across all outcomes and surpassed visual-dominant incongruency in retention and positive emotions. Mediation analysis further confirmed that toneinduced positive emotions contributed to improved retention and motivation.  

在真实课堂中，教师的情感语调与视觉表达有时并不匹配，但其对学习的影响仍不明确。本研究考察了类人教学智能体的语音语调与面部/手势表达之间的（不）一致性如何影响基于模拟的学习。结果显示，与积极视觉主导条件相比，积极视觉—语调一致条件显著提升了记忆保持、积极情绪和内在动机，并在所有测量指标上均优于中性一致条件。出乎意料的是，积极语调主导的不一致条件在所有结果上产生的效果与积极一致条件相当，并在记忆保持和积极情绪方面超过了视觉主导的不一致条件。中介分析进一步证实，语调诱发的积极情绪有助于提升记忆保持和动机。