In this study, we investigate whether the affective state (happy or bored) of a human or virtual instructor in an instructional video on statistics yields different learning processes and outcomes. The positivity principle states that the emotional state of the instructor is recognized by students (hypothesis 1) and affects their emotional state (hypothesis 2), motivational state (hypothesis 3), and learning outcomes (hypothesis 4). The equivalence principle states that people respond to the emotional tone of computerized onscreen agents in the same way as for human instructors (hypothesis 5). In a 2 x 2 between subjects design, participants were assigned to watch a statistics video in one of four groups: Happy Human (HH), Happy Agent (HA), Bored Human (BH), and Bored Agent (BA). Then, they rated the emotional state of the instructor, rated their own emotional state, rated their motivational state, and took a posttest. The findings support predictions 1, 2, and 3 of the positivity principle but not prediction 4, perhaps because an immediate test was not sensitive enough. The equivalence principle (hypothesis 5) was partially supported as the human and agent groups showed similar rating patterns although the effects were stronger for human instructors for recognizing the instructor's emotion. As education transitions online, it is important to note that students are happier and more motivated when they learn from happy instructors than from bored instructors.
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机译：在这项研究中，我们调查了人类或虚拟教练在教学视频上的情感状态（快乐或无聊）是否产生了不同的学习过程和结果。积极性原则指出教师的情绪状态被学生认可（假设1），并影响他们的情绪状态（假设2），励志（假设3）和学习结果（假设4）。等价原则指出，人们以与人类教练的方式相同的方式对计算机化的屏幕代理的情感语气（假设5）相同。在科目的主题设计之间的2 x 2中，参与者被分配到四组中的一组中观看统计视频：幸福的人（HH），快乐的代理（HA），无聊的人（BH）和钻孔剂（BA）。然后，他们评价了教师的情绪状态，评价了自己的情绪状态，评定了他们的动机状态，并采取了一个后期。结果支持预测1,2和3的积极原理，但不是预测4，也许是因为立即测试不够敏感。当人和药剂组显示出类似的评级模式时，部分支持等效原则（假设5），尽管人类教练的效果更强大，但用于认识到教练的情绪。随着教育过渡在线，重要的是要注意，当学生更快乐，更有动力，而他们从幸福的教练中学习而不是来自无聊的教练。
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