人機互動中之社會線索——語音與互動形式對兒童參與數位學習的影響

Social Cues in Human-Computer Interaction-Speech and Interactivity Effects on Children in E-learning

許多研究證實將社會線索置入使用者介面可賦予電腦本身之社會臨場感，有助於提升人們對電腦的認同與偏好，增進人們對電腦的參與。目前相關研究多以成人為關注焦點，因此，本研究擬從人際溝通觀點來理解語音與互動形式，並檢視這兩因子作為社會線索的應用於數位學習環境中就兒童參與學習時對電腦的社會吸引、學習的內在動機、與對電腦社會角色感知的影響。以2×2二因子完全受試者內實驗設計法，利用一國小五年級學生（40人）進行電腦輔助學習活動，使用社會吸引量表、內在動機量表及電腦社會角色感知量表收集相關資料。資料以二因子變異數統計方法分析發現，語音輸出與互動形式這兩因子在兒童對電腦之社會吸引、內在動機、與電腦為朋友與老師之角色感知呈現顯著的主要效果。基於本研究結果建議在開發電腦為媒介的學習之設計時，應考量採用主動性的互動形式，並適時給予語音的回饋與引導，將促使兒童與電腦的關係邁向具有情感與社會層面的互動經驗，有效地提昇兒童對電腦的偏好與參與電腦學習之動機。

Many studies have shown that incorporating social cues into user-interface design enables the computer to create social presence, which helps people identify better with the computer to the effect that they become more engaged in the process. Most previous works focus mainly on adult users. Hence, this study attempted to explore how the management of social cues affects children in e-learning. From the perspective of interpersonal communications, we investigated how the application of speech and interactive activity in e-learning environments influenced children's social attraction towards computers, and examined their intrinsic motivation and perception of the social role of computer. A 2 × 2 within-subjects factorial design was adopted and 40 fifth-graders participated in the study. Data were collected via questionnaire, and then analyzed by two-way ANOVA. It was found that vocal feedback and guidance and interactive activity exhibit significant effects on children's social attraction towards computers, their intrinsic motivation, and their perception of computer as a friend and teacher. These findings suggest that interaction design for e-learning environments may employ more interactive activities and appropriate vocal feedback and guidance so as to build a social relationship between the child and the computer, which would in turn boost children's motivation and enhance their preference for using the computer in learning.