학습용 에이전트의 성별과 시선응시 방향이 얼굴표정에 대한 감정상태 인식에 미치는 영향
The Effects of Gender and Eye Gaze Direction of Animated Pedagogical Agent on Emotional Perception of Facial Expression
0
조회
0
다운로드
4
인용
0
참고문헌
키워드
초록
이 연구의 목적은 학습용 에이전트의 성별과 시선응시 방향에 따라서 표정을 어떻게 인식하는지 알아보기 위한 것이다. 학습용 에이전트는 남성과 여성으로 개발하였고, 감정은 공포, 슬픔, 기쁨, 분노의 네 가지를 적용하였다. 또한, 학습용 에이전트의 시선응시 방향을 정면과 측면으로 구분해서 학습자와의 정서적 상호작용 효과가 발생할 것인지를 알아보고자 했다. 이 연구에 참여한 연구대상은 총 52명이었으며, 학습용 에이전트의 시선 방향에 따라서 정면응시 집단(26명)과 측면응시 집단(26명)으로 구분했다. 이들은 남성과 여성 학습용 에이전트를 번갈아 보면서 4가지 감정표현에 대한 평가를 실시했다. 실험 순서는 다음과 같다: ①남성 캐릭터(분노)→②여성 캐릭터(기쁨)→③남성 캐릭터(슬픔)→④여성 캐릭터(공포)→⑤남성 캐릭터(행복)→⑥여성 캐릭터(슬픔)→⑦남성 캐릭터(공포)→⑧여성 캐릭터(분노). 일원 다변량분산분석으로 분석한 결과, 감정표현 정도에 대한 연구결과에서는 모든 감정표현에서 학습용 에이전트의 성별에 따른 차이가 나타났다. 분노를 표현한 경우에만 여성 학습용 에이전트가 더 강하게 인식되었으며, 나머지 감정표현(공포, 슬픔, 기쁨)에서는 모두 남성 학습용 에이전트의 감정을 높게 지각하였다. 그러나 시선응시 방향은 유의미한 결과를 도출하지 못했다. 이 결과는 시선응시 방향이 정서적 교감을 더 높일 수 있을 것이라는 점을 지지하지 못하는 것이다. 그러나 학습용 에이전트의 표정에 대한 학습자의 감정상태 인식을 보면, 시선응시 방향에 따라서 공포가 슬픔으로 지각될 수 있는 결과가 나타났다. 또한, 정면응시 조건에서 학습자의 감정지각이 강해지는 경향이 나타났다. 그러나 슬픔은 다른 감정과 별다른 차이를 보이고 있지 않았기 때문에 감정상태 구분이 쉽지 않은 것으로 나타났다. 그 밖에 이 연구의 제한점 등이 논의되었다.
Abstract
The purpose of this study was to identify the effects of gender and eye gaze direction of the animated pedagogical agent on emotional evaluation for the facial expression (fear, sad, happy, and anger). For this study, the animated pedagogical agents were designed and developed with facial expressions. First, we developed two human-like animated pedagogical agents for the gender: one female and one male. Second, two types of eye-gaze directions were applied. They were front-gaze direction with the eye-contact position and non-front gaze direction without the eye-contact position. Third, we applied the four emotional states (fear, sad, happy, and anger) to the animated pedagogical agent. Fifty-two college students participated in this study. They were divided into two groups: 1) One group was assigned to the animated pedagogical agent with the eye-contact position. The other was without the eye-contact position. The animated pedagogical agents were displayed on a screen. The sequence of animated pedagogical agents was the following: ①Male with anger→②Female with happy→③Male with sad→④Female with fear→⑤Male with happy→⑥Female with sad→⑦Male with fear→⑧Female with anger. The participants evaluated for each the facial expression of animated pedagogical agents. The results showed that significant differences were found in terms of gender and eye-gaze direction. Interestingly, the result was not consistent with all of the emotional expression. One of the limitations of this study was that it is hard to make a correct emotional evaluation without verbal interaction. The results showed that significant differences were found in terms of gender. Male’s emotional expressions were perceived stronger than a female’s emotions except for the anger. However, no main effects were found in the eye-gaze directions. It revealed that eye-gaze direction would not be a crucial factor for emotional evaluation. Interestingly, the interaction effect was found that the fear could be misperceived as the sad on the different directions of eye-gaze. One of the limitations of this study was that it is hard to make a correct emotional evaluation without verbal interaction.
참고문헌 (43)
- 고혜영, "애니메이션에 나타난 캐릭터 표정 분석을 통한 기본정서 표현", 한국엔터테인먼트 산업학회논문지, 1(1), pp.11~14 (2016)
- 류지헌, "가상 캐릭터의 몸짓과 얼굴표정의 일치가 감성지각에 미치는 영향: 어떤 얼굴표정이 중요한가?", 한국콘텐츠학회 논문지, 16(5), pp.21~34 (2016), 한국콘텐츠학회[DOI]
- 이현기, "효율적인 감정 전달을 위한 성별 기반 캐릭터형 이모티콘 디자인", 디지털콘텐츠학회논문지, 19(9), pp.1641~1652 (2018), 한국디지털콘텐츠학회[DOI]
- 이형래, "아바타 얼굴표정에 의한 인간의 감정 valence와 arousal의 변화 연구", 예술과 과학기술, 1(1), pp.1~15 (2005), 우리춤연구소
- Arroyo, I., "Affective gendered learning companions", Proceedings of the 2009 Conference on Artificial Intelligence in Education: Building Learning Systems That Care: From Knowledge Representation to Affective Modelling, pp.41~48 (2009), IOS Press
- Beale, R., "Affective interaction: How emotional agents affect users", International journal of human-computer studies, 67(9), pp.755~776 (2009)
- Buttussi, F., "Humor and Fear Appeals in Animated Pedagogical Agents: An Evaluation in Aviation Safety Education", IEEE Transactions on Learning Technologies, pp.1~1 (2019)
- Carlotto, T., "The effects of animated pedagogical agents in an English-as-aforeign-language learning environment", International Journal of Human-Computer Studies, 95, pp.15~26 (2016)
- Clark, R. E., "Five design principles for experiments on the effects of animated pedagogical agents", Journal of Educational Computing Research, 32(3), pp.209~225 (2005)
- Craig, S. D., "Animated pedagogical agents in multimedia educational environments", J. Educ. Psychol, 94, pp.428~434 (2002)
- Davis, R. O., "Sometimes more is better: Agent gestures, procedural knowledge and the foreign language learner", British Journal of Educational Technology, 0(0) (2019)
- Domagk, S., "Do pedagogical agents facilitate learner motivation and learning outcomes? The role of the appeal of the agent’s appearance and voice", Journal of Media Psychology, 22(2), pp.84~97 (2010)
- Domagk, S., "Interactivity in multimedia learning: An integrated model", Computers in Human Behavior, 26(5), pp.1024~1033 (2010)
- Feine, J., "A Taxonomy of Social Cues for Conversational Agents", International Journal of Human-Computer Studies, 132, pp.138~161 (2019)
- Frechette, C., "The roles of animated pedagogical agents’ presence and nonverbal communication in multimedia learning environments", Journal of Media Psychology, 22(2), pp.61~72 (2010)
- Johnson, A. M., "Animated agents in K-12 engineering outreach: Preferred agent characteristics across age levels", Computers in Human Behavior, 29(4), pp.1807~1815 (2013)
- Karaoglan Yilmaz, F. G., "Impact of pedagogic agent-mediated metacognitive support towards increasing task and group awareness in CSCL", Computers & Education, 134, pp.1~14 (2019)
- Kim, Y., "Pedagogical agents as learning companions: the impact of agent emotion and gender", Journal of Computer Assisted Learning, 23(3), pp.220~234 (2007)
- Krämer, N. C., "Closing the gender gap in STEM with friendly male instructors? On the effects of rapport behavior and gender of a virtual agent in an instructional interaction", Computers & Education, 99, pp.1~13 (2016)
- Lane, H. C., "Emotions, technology, design, and learning", pp.47~62 (2016), Academic Press
- Lin, L., "Animated agents and learning: Does the type of verbal feedback they provide matter?", Computers & Education, 67, pp.239~249 (2013)
- Lin, L., "Using a pedagogical agent to deliver conversational style instruction: What benefits can you obtain?", Computers & Education, 143, pp.103658~ (2020)
- Lusk, M. M., "Animated pedagogical agents : Does their degree of embodiment impact learning from static or animated worked examples", Applied Cognitive Psychology, 21, pp.747~764 (2007)
- Mancini, T., "Does avatar’s character and emotional bond expose to gaming addiction? Two studies on virtual self-discrepancy, avatar identification and gaming addiction in massively multiplayer online role-playing game players", Computers in Human Behavior, 92, pp.297~305 (2019)
- Mao, X., "Agent based affective tutoring systems : A pilot study", Computers & Education, 55(1), pp.202~208 (2010)
- Marschner, L., "Social communication with virtual agents : The effects of body and gaze direction on attention and emotional responding in human observers", International Journal of Psychophysiology, 97(2), pp.85~92 (2015)
- Martha, A. S. D., "The Design and Impact of the Pedagogical Agent: A Systematic Literature Review", Journal of Educators Online, 16(1), pp.n1~ (2019)
- Mayer, R. E., "Incorporating motivation into multimedia learning", Learning and Instruction, 29, pp.171~173 (2014)
- Moreno, K. N., "Intelligent Tutoring Systems 2002", pp.963~971 (2002), Springer
- Niewiadomski, R., "Blueprint for Affective Computing: A Sourcebook", pp.256~ (2010), Oxford University Press
- Noah, L. S., "Impacts of Pedagogical Agent Gender in an Accessible Learning Environment", Journal of Educational Technology & Society, 18(4), pp.401~411 (2015)
- Park, S., "The TESOL Encyclopedia of English Language Teaching", pp.1~9 (2018)
- Pătruţ, B., "Emotions, technology, design, and learning", pp.63~86 (2016), Academic Press
- Zhongling Pi, "Instructor presence in video lectures: Eye gaze matters, but not body orientation", Computers & Education, 144, pp.103713~ (2020), Elsevier BV[DOI]
- Plant, E. A., "Changing middleschool students’ attitudes and performance regarding engineering with computer-based social models", Computers and Education, 53(2), pp.209~215 (2009)
- Plass, J. L., "Emotions, technology, design, and learning", pp.131~161 (2016), Academic Press
- Plutchik, R., "Emotions and life: Perspectives from psychology, biology, and evolution" (2003), American Psychological Association
- Schroeder, N. L., "Measuring pedagogical agent persona and the influence of agent persona on learning", Computers & Education, 109, pp.176~186 (2017)
- Schroeder, N. L., "The influence of learners’ perceptions of virtual humans on learning transfer", Computers & Education, 126, pp.170~182 (2018)
- Senju, A. ., "The eye contact effect: mechanisms and development", Trends Cogn. Sci, 13(3), pp.127~134 (2009)
- Sumpeno, S., "Facial emotional expressions of life-like character based on text classifier and fuzzy logic", IAENG International Journal of Computer Science, 38(2), pp.122~133 (2011)
- Sweller, J., "Cognitive load theory" (2011), Springer
- Woods, S., "Implications of gender differences for the development of animated characters for the study of bullying behavior", Computers in Human Behavior, 23(1), pp.770~786 (2007)