Wu Chih Hung, Lin Hao-Chiang Koong, Wang Tao-Hua, Huang Tzu-Hsuan, Huang Yueh-Min
Department of Digital Content and Technology, National Taichung University of Education, Taichung, Taiwan.
Department of Information and Learning Technology, National University of Tainan, Tainan, Taiwan.
Front Psychol. 2022 Mar 24;13:833327. doi: 10.3389/fpsyg.2022.833327. eCollection 2022.
Students often face difficulties and experience negative emotions toward second language learning. The affective tutoring system (ATS) is a next-generation learning approach that can detect the affective status of learning to increase performance. Therefore, for the purposes of this study, an innovative affective mobile language tutoring system (AMLTS) was designed to support Japanese language learning. The effects of AMLTS, along with asynchronous discussion, that were intended to improve performance, were examined using a triangulation method. To investigate the effect on emotion, the proposed AMLTS provides a virtual emotion agent that can interact with users and record emotional events, learning assessments, and the results of the interaction into a database. Learning effectiveness evaluations were conducted two experiments: prototype evaluation and final evaluation. Sixty-three students, all beginners, were invited to use the AMLTS to learn Japanese. The research results show that the proposed AMLTS affective interaction design significantly improves learner engagement and performance. In the emotion feedback analysis and learning process, AMLTS helped students deepen their understanding of the content, enabled them to clearly understand the content, and to engage in peer interaction and experience positive emotions. In the evaluation of system usability, AMLTS reveals good usability for foreign language acquisition.
学生在第二语言学习中常常面临困难并体验到负面情绪。情感辅导系统（ATS）是一种下一代学习方法，能够检测学习的情感状态以提高学习表现。因此，出于本研究的目的，设计了一种创新的情感移动语言辅导系统（AMLTS）来支持日语学习。使用三角测量法研究了AMLTS以及异步讨论对提高学习表现的效果。为了调查对情感的影响，所提出的AMLTS提供了一个虚拟情感代理，它可以与用户互动，并将情感事件、学习评估以及互动结果记录到数据库中。通过两个实验进行学习效果评估：原型评估和最终评估。邀请了63名均为初学者的学生使用AMLTS学习日语。研究结果表明，所提出的AMLTS情感交互设计显著提高了学习者的参与度和学习表现。在情感反馈分析和学习过程中，AMLTS帮助学生加深了对内容的理解，使他们能够清楚地理解内容，并参与同伴互动并体验到积极情绪。在系统可用性评估中，AMLTS在外语习得方面显示出良好的可用性。
