Abstract Students' learning from an instructional video could be affected by the instructor's emotional stance during a lesson. A first step in investigating this emotional design hypothesis is to determine whether students perceive the emotions displayed by an instructor during an instructional video. Building on Russell’s (1980, 2003) model of core affect and the media equation theory (Reeves & Nass, 1996) this study investigated how well participants were able to perceive different emotions portrayed by a human and virtual instructor (i.e., animated pedagogical agent) in a video lecture on statistics. Participants were shown short video clips of either a human instructor or virtual instructor displaying four different emotions: happy, content, bored, and frustrated. The participants were asked to rate how well each video clip displayed each of those four emotions. Participants were able to recognize each of the emotions displayed by the instructor but were much better at distinguishing between positive (happy and content) and negative (bored and frustrated) emotions than between active (happy and frustrated) and passive (content and bored) emotions. Furthermore, participants were able to recognize the emotions of the instructor for both the human instructor and the animated agent. However, emotions that involved higher activity (happy and frustrated) were more easily recognized in a human instructor than an animated agent. This research shows that learners are aware of the emotions being portrayed by an instructor, both human and animated agent, and establishes the first link in the chain between how the emotional tone displayed by an instructor affects learning outcomes.

中文翻译：

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识别人类和虚拟教师的情绪状态

摘要 学生从教学视频中学习可能会受到教师在课堂上的情绪态度的影响。调查这种情感设计假设的第一步是确定学生是否感知到教师在教学视频中表现出的情感。基于 Russell (1980, 2003) 的核心情感模型和媒体方程理论 (Reeves & Nass, 1996)，这项研究调查了参与者对人类和虚拟教师（即动画教学代理）所描绘的不同情绪的感知能力在关于统计的视频讲座中。向参与者展示了人类教练或虚拟教练的短视频片段，展示了四种不同的情绪：快乐、满足、无聊和沮丧。参与者被要求对每个视频片段显示这四种情绪中的每一种的情况进行评分。参与者能够识别教师表现出的每种情绪，但在区分积极（快乐和满足）和消极（无聊和沮丧）情绪方面比区分主动（快乐和沮丧）和被动（满足和无聊）情绪要好得多. 此外，参与者能够识别教师对人类教师和动画代理的情绪。然而，与动画代理相比，人类教师更容易识别涉及更高活动（快乐和沮丧）的情绪。这项研究表明，学习者意识到教师（人类和动画代理）所描绘的情绪，