Abstract:

The rapid development of Artificial Intelligence-Generated Content (AIGC) has expanded new ways for the development of virtual teachers. Exploring the method of virtual teachers in human-computer co-creation of teaching animation supported by AIGC technology and its application effect can provide theoretical explanations and behavioral evidence for teachers and researchers to intelligently generate virtual teachers development and teaching applications that promote the learning effect of animation with the aim of providing references for AIGC-enabling teaching. This study reviews the theoretical basis and related research on virtual teachers and teaching animation to promote learning, constructs human-computer co-creation model of virtual teachers in teaching animation supported by AIGC, and uses the AIGC platform to create teaching animations with realistic, hyper-realistic, and cartoon-based virtual teachers. Then, with college students as subjects and the teaching animations of real human teachers as the control group, a single-factor, four-level intersubject design is adopted to conduct a comparative experiment on the learning effects of the three types of teaching animations with virtual and real teachers through behavior, subjective reports, and eye tracker measurements. The results show that AIGC technology can improve the efficiency of human-computer co-creation of virtual teachers and provide efficient technical support for perfecting the personality development of virtual teachers. The cartoon virtual teacher has the best learning effect through consistent simplification and teaching of animation style. Although the study did not observe any difference in the learning performance of each group, different virtual teachers can influence the learning effect by affecting the learners′ motivation, cognitive load, and attention allocation of animation learning.

Key words: Artificial Intelligence-Generated Content (AIGC), teaching animation, virtual teacher, human-computer co-creation, learning effect

摘要：

生成式人工智能(AIGC)技术的迅速发展，为虚拟教师的研发拓展了新途径。探索AIGC技术支持下人机共创教学动画中虚拟教师的智能生成方法及其应用效果，为教师与研发人员开发促进动画学习效果的虚拟教师提供理论解释和行为证据，以期为AIGC赋能教学提供参照。梳理虚拟教师和教学动画促进学习的理论基础和相关研究，构建AIGC支持下教学动画中虚拟教师的人机共创模式，使用AIGC平台人机共创具有写实、超写实、卡通虚拟教师的教学动画。以大学生为被试，以实录真人教师的教学动画为控制组，采用单因素四水平的被试间设计，通过主观报告和眼动仪测量对3类具有虚拟教师和真人教师的教学动画进行学习效果的对比实验，结果表明，AIGC技术为提高人机共创虚拟教师效率、完善虚拟教师人格塑造方面提供了高效的技术支持；卡通虚拟教师通过去繁从简与教学动画风格的一致性，具有最好的学习效果；尽管研究没有观察到各组被试学习成绩的差异，但不同虚拟教师可以通过影响动画学习的动机、认知负荷与注意力分配来影响学习者的学习效果。

关键词: 生成式人工智能, 教学动画, 虚拟教师, 人机共创, 学习效果