【作 者】：
王 雪， 孙明琳， 杨 洁， 邓 丽
【关 键 词 】：
教育智能体； 脑电图信号； 脑机制； 元认知提示； 情绪设计 [中图分类号] G434 [文献标志码] A
【栏 目】：
学习环境与资源
【中文摘要】：
教育智能体在数智空间中可扮演虚拟教师等角色并提供各类育人功能，对学习者的认知和情感发展有着重要影响。研究基于多媒体学习认知情感理论，利用教育智能体为学习者提供不同类型的认知支持与情感支持，并借助EEG信号探究不同类型的支持对学习的影响及其脑机制问题，为教育智能体的优化设计提供科学依据。研究发现：教育智能体的问题化元认知提示和积极情绪设计的组合是最有效的支持方式，可全方位改善学习者的元认知水平、情绪状态、学习效果和大脑认知过程；大脑额叶区的Alpha、Beta、Gamma波越活跃，学习者的元认知水平越高，但也造成了更多的认知负担，导致学习效果不佳。最后，研究提出三条教育智能体设计和开展相关研究的建议：合理设置问题化元认知提示，引领学习者高阶思维能力的发展；融合问题化元认知提示与积极情绪设计，促进学习者认知和情感的全面发展；借助EEG技术揭示脑机制，提供教育智能体优化的底层逻辑。
【英文摘要】：
Pedagogical agents (PAs) can serve as virtual teachers, offering various nurturing functions in the Digital Intelligence Space(DIS), significantly influencing learners' cognitive and affective development. Based on the cognitive-affective theory of learning with media (CATLM), this study provides learners with different types of cognitive and affective support through PAs, and explores the impact of the support on learning and its brain mechanism with the help of EEG signals, so as to provide a scientific basis for the optimal design of PAs. It has been found that the combination of problematic metacognitive prompts and positive emotional design of the PA is the most effective support for enhancing learners' metacognitive levels, emotional states, learning outcomes, and brain cognitive processes comprehensively. Specifically, the more active the Alpha, Beta, and Gamma waves are in the frontal regions of the brain, the higher the learner's metacognitive level is, but it also creates an increased cognitive load, leading to poor learning outcomes. Finally, three recommendations are proposed for designing PAs and conducting related research: reasonably setting up problematic metacognitive prompts to foster the development of learners' higher-order thinking ability; integrating these prompts with positive emotional design to promote learners' comprehensive cognitive and emotional development; and leveraging EEG signals to reveal brain mechanisms and provide the underlying logic for the optimization of PAs to provide a reference for pedagogical exploration and practice in the Digital Intelligence Space.