인공지능 스피커가 적용된 아바타의 성별 및 사실성 수준이 의인화 지각에 미치는 영향

양은별 ( Yang Eunbyul ),임태형 ( Lim Taehyeong ),류지헌 ( Ryu Jeeheon ) 안암교육학회 2020 한국교육학연구 Vol.26 No.4

This study aimed to examine the effects of gender and realism on the persona perception in conversational avatars applied to artificial intelligence speakers. In this study, an artificial intelligence speaker, the Kakao Mini, was used. Two realism levels were realistic and cartoon-like appearance, and two gender levels were applied. When the AI speaker prompted answers, the AI voice synchronized to the avatar's lip movement. The gestures were identical, regardless of gender and appearance. Forty-five college students were paid participants in the experiment. They were 17 male and 28 female, and the video conference platform ZOOM was used. The participants watched all the conversational videos and responded to the questionnaire for each avatar's persona perception. The repeated measure MANOVA was applied to the avatar's gender and realism level. The study results showed that female avatars' perception was significantly higher on the engagement and human-like factors among the persona measures. Besides, there were significant interaction effects according to the gender and realism level of avatars in facilitation, engagement, and human-like. However, the avatar's level of realism did not affect persona perception. This study is meaningful in confirming the avatar design method that can enhance the persona effect in dialogue with avatars to which artificial intelligence speakers are applied.

학습용 에이전트의 성별과 시선응시 방향이 얼굴표정에 대한 감정상태 인식에 미치는 영향

양은별 ( Eunbyul Yang ),류지헌 ( Jeeheon Ryu ) 한국교육정보미디어학회 2020 교육정보미디어연구 Vol.26 No.1

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.

동영상 강좌에서 대학생의 주의집중 수준과 관심영역에 따른 시선응시 및 동공지름에 대한 분석

양은별 ( Yang Eunbyul ),류지헌 ( Ryu Jeeheon ) 안암교육학회 2020 한국교육학연구 Vol.26 No.1

The purpose of study was to analyze the learners’ eye gaze on a video lecture at the levels of attention. The participants were 45 college students, and they viewed an instructor lead video lecture. He used a blackboard for the instruction. To measure the learner’s attention eye-fixation duration, they were categorized into three levels of attention: high, medium, and low groups. Three areas of interest (AOI) were set up to evaluate where the participants look at longer at the different levels of attention. The first AOI was named as a face of the instructor. This AOI was to measure how long the participants want to make an eye-contact with the instructor of the video clip. The second AOI was named as a hand of the instructor, and it was to measure how long the learners look at the instructor’s hand when he is writing instructional information on the blackboard. The last AOI was named as a content of the blackboard area. It can be used for the participants to refer the written content on the blackboard. The dependent variables of this study were the fixation duration average and the pupil diameter. The fixation duration was to measure how much a participant gives attention to the learning content. The longer fixation duration means the higher attention on AOI area. The pupil diameter was to evaluate how much difficult to mange a learning process for the participants. The wider pupil diameter inicated the more difficult to process. First, the results revealed that the high attention group gives more attention to the hand of instructor to gain more information. However, the low attention group did not show any significant differences on the AOI’s. Second, the high attention group did not show any differences of pupil diameters on the AOI’s. However, the low attention group revealed significant differences of pupil diameters on the AOI’s. The instructional strategies should be included for the various types of learners.

메타버스 학습환경에서 동료와 교사 아바타가 학습실재감과 시각적 주의집중에 미치는 효과

양은별 ( Eunbyul Yang ),류지헌 ( Jeeheon Ryu ) 한국교육정보미디어학회 2021 교육정보미디어연구 Vol.27 No.4

This study is to examine the effect of the presence of peer avatars and the teacher's movements on learning presence and visual attention in a metaverse-based class. Social presence perceived by the learner might be different depending on the presence or absence of peer avatars. It was also expected that copresence would be affected by the movement of the teacher's avatar. The learning environment was designed by reflecting the interaction factors in these classes. The experiment participants were 42 male university students, randomly assigned to two groups according to the presence or absence of peer avatars (21 people each). They watched both videos on whether the teacher's avatar was moving or not. An experiment was conducted using recorded video from the viewpoint of student avatars taking classes on the metaverse platform. The dependent variables were learning presence and visual attention. There are social presence and copresence in the subscales of the learning presence, and a questionnaire was conducted after watching the video to evaluate the learning presence. Eye-tracking was applied to analyze visual attention. Visual attention was analyzed by average fixation duration, scan path lengths, and heat map. The study found that social presence and copresence were significantly higher in the group where peer avatars were present, and average fixation duration was also significantly higher. On the other hand, the movement of the teacher's avatar had a significant effect only on copresence in learning presence subscales. In addition, the scan path lengths increased in the teacher avatar moved condition, which indicates that the learner's gaze moved according to the movement of the teacher avatar. This study is meaningful in empirically revealing the difference in learning presence and visual attention according to the classroom environment and teaching methods using avatars in the metaverse through eye-tracking. Based on the results of this study, by applying peer avatars to metaverse learning, it will be possible to increase learning presence and visual attention. It is also necessary to consider teaching strategies for teacher avatars to induce learners' visual attention.

수업시뮬레이션에서 현직교사와 예비교사의 시나리오 유용성, 가상실재감, 흥미발달에 대한 비교 연구

양은별 ( Eunbyul Yang ),김국현 ( Kukhyeon Kim ),류지헌 ( Jeeheon Ryu ) 한국교육정보미디어학회 2021 교육정보미디어연구 Vol.27 No.3

The purpose of this study was to examine the effective design of the simulation and scenario by identifying the perception differences between in-service teachers and pre-service teachers on virtual counseling simulation experience. For this study, the virtual classroom simulation was used, which consisted of two modes: 1) observation of a problematic situation and 2) a verbal counseling situation with the virtual student. Twenty-one in-service teachers with an average of 10.5 years experienced as a teacher and twenty-one pre-service teachers participated. They experienced the two modes in order, and then scenario usefulness, virtual presences, and 4-steps interest development were measured. Repeated measure-MANOVA was used for analysis. As a result, first, in-service teachers perceived the scenarios significantly more suitable and useful as a teacher training method than pre-service teachers. Second, the in-service teachers considered the virtual presence of the simulation significantly higher than the pre-service teachers. Third, the in-service teacher perceived more interest in the simulation than the pre-service teacher. Lastly, the participants regarded more scenario usefulness, virtual presence, and interest in counseling situation mode than observation mode. This result was because of the verbal interaction with the virtual student, which led to participants' active engagement. This study identified the need for virtual classroom simulation for pre-teacher training education based on the perception of in-service teachers in a classroom simulation. In addition, This study discussed the further study based on the importance of conversational interactions in a classroom simulation.

AI 스피커에 적용된 아바타와 사용자의 성일치 여부와 아바타 구현의 사실성 수준이 사용의도 및 친밀감에 미치는 영향

양은별(Eunbyul Yang),탁연주(Yeonju Tak),류지헌(Jeeheon Ryu) 한국디지털콘텐츠학회 2021 한국디지털콘텐츠학회논문지 Vol.22 No.12

예비교사를 위한 수업시뮬레이션에서 시나리오 유형과 수행 안내 방법에 따른 가상실재감과 사용성 지각의 차이

양은별(Yang, Eunbyul),류지헌(Ryu, Jeeheon) 연세대학교 교육연구소 2019 미래교육학연구 Vol.32 No.1

이 연구는 수업시뮬레이션에서 시나리오와 수행 안내 방법을 제시하는 인터페이스에 따라 예비교사가 지각하는 가상실재감과 사용성에 미치는 효과를 분석하려는 것이다. 이 연구에서 사용된 수업시 뮬레이션은 가상교실에서 수업 중 발생하는 문제상황을 관찰하고, 상담을 통해 문제를 해결하도록 구성되었다. 사범대학생 34명이 연구에 참여했으며, 세 가지 수업시나리오를 반복적으로 경험하게 하고 가상실재감과 사용성 지각을 측정하였다. 연구결과는 다음과 같다. 첫째, 가상실재감 하위요인인 사실성 요인에서 수업시뮬레이션의 수행 안내 방법과 시나리오의 상호작용 효과가 나타났다. 부분안내 집단은 수업시뮬레이션의 반복에 따라 사실성을 높게 지각했지만, 전체안내 집단은 가장 처음에 접한 수업시뮬레이션을 가장 사실적으로 인식하였다. 둘째, 수업시뮬레이션의 수행 안내 방법에 따라 예비교사의 사용성 지각 하위요인인 사용의도에서 유의미한 차이가 있었다. 전체안내 집단의 사용의도가 부분안내 집단의 사용의도보다 높게 나타났다. 이 연구를 통해 수업시뮬레이션을 설계할 때 전체적인 수행방법을 한꺼번에 안내하는 방법이 사용의도를 높인다는 점을 확인했다. The purpose of this study was to examine the effective design of the virtual reality-based teaching simulation for pre-service teachers. Mainly this research focused on designing a teaching simulation to train pre-service teachers to handle problem situation during a collaborative learning activity in the class setting. The teaching simulation of this study consists of two sessions: 1) observation of problems in a group learning and 2) one-to-one counseling with a student causing the problem. The teaching simulation of this study used a simulation platform, SimTEACHER that stands for the Simulation for Teaching Enhancement of Authentic Classroom beHavior EmulatoR. It was developed to apply for the virtual reality technology with a head-mounted display known as HMD. In this study, the four-stage model of the communication process was implemented. Two task display methods, a part-task vs. a whole-task method, were applied as an independent variable of this study. Thirty-four pre-service students participated in this study. Three scenarios were used to the teaching simulation, SimTEACHER. The user s perception and virtual presences were measured to examine the effects of display methods. This study resulted that the whole-task showed a significantly higher score of the intention to use the simulation than the part-task did. There was a significant interaction effect between method and scenarios on the realness in the virtual presence. When a participant was using a part-task method, the perception of realness increases through the simulation. However, in the whole-task condition, there was a significant difference only when he or she uses the first scenario. The result indicated that the part-task method helped to keep a user increase the realness of virtual presence. However, the whole-task was not helpful as much as the part-task did. The study showed that it is essential to provide various and authentic classroom scenario to facilitate the use of teaching simulation.

가상현실 기반 시나리오의 정서 조건에 대한 음향구현 방식이 가상실재감에 미치는 영향

양은별 ( Eunbyul Yang ),류지헌 ( Jeeheon Ryu ) 한국교육공학회 2021 교육공학연구 Vol.37 No.4

This study aims to analyze the effect of the sound and emotional conditions of the scenario on the formation of virtual presence for learners in scenario-based learning. The participants of this study were 84 university students (male students = 29, female students = 55), and we randomly assigned them to three groups (background music, ambient sound, and control group). Sadness, fear, and joy were the emotional conditions. We gave a movie soundtrack fit for each scenario in the background music group. For the ambient sound situation, we used the classroom noise of a recession. No sound was provided to the control group. The dependent variable in this study was the virtual presence and was composed of spatial presence, immersion, and realism. We measured the virtual presence at the end of each scenario. The study results indicated that types of sound had a significant impact on the virtual presence. We found that applying ambient sound is more effective in perceiving virtual reality than background music. There was a significant interaction effect between sound and emotional conditions. The results emphasized that background music was less effective than ambient noise to the virtual presence. We discussed some design considerations for scenario-based learning to improve the virtual presence.

교사의 성별 및 학교급에 따른 인공지능 교수효능감 차이

임태형(Taehyeong Lim),양은별(Eunbyul Yang),류지헌(Jeeheon Ryu) 한국컴퓨터교육학회 2022 컴퓨터교육학회 논문지 Vol.25 No.1

학습용 에이전트가 적용된 멀티미디어 자료에서 화면크기와 텍스트 제시방식이 주의집중 및 중복효과에 미치는 영향

기수현(Suhyun Ki),양은별(Eunbyul Yang),류지헌(Jeeheon Ryu) 중앙대학교 한국교육문제연구소 2020 한국교육문제연구 Vol.38 No.3

이 연구의 목적은 학습용 에이전트(animated pedagogical agent: APA)를 활용한 멀티미디어자료에서 화면크기와 텍스트의 제시방법에 따른 학습자의 주의집중 정도 변화를 검증하기 위한 것이다. 특히, 이 연구에서는 텍스트와 내레이션이 동시에 제공되는 상황에서 중복효과가 어떻게 나타나는지 확인하고자 하였다. 중복효과에 대한 선행 연구들은 과제난이도나 학습영역의 특징에 따라서 오히려 긍정적인 학습효과가 나타날 수 있고, 핵심어나 설명요약과 같은 텍스트 제시방법이 중복효과에 영향을 줄 수 있다고 하였다. 중복효과에 따른 주의집중 정도를 분석하기 위하여 시선추적 분석기법을 활용해 시선고정시간과 빈도를 측정했다. 연구대상은 4년제 국립대학에 재학 중인 대학생 27명이었다. 이들은 멀티미디어 자료가 제시되는 화면크기(모니터, 프로젝터)에 따라 두 집단으로 구분되었다. 실험에 사용된 멀티미디어 자료는 텍스트 제시방법에 따라서 세 개의 세션(텍스트 없음, 핵심어 텍스트, 설명요약 텍스트)으로 구분했다. 또한 멀티미디어 자료의 관심영역(AOI)은 APA 영역과 학습내용 영역(No text와 Text영역)으로 설정하여 시선추적 데이터를 수집하였다. 이 연구의 주요결과는 다음과 같다. 첫째, 화면 크기와 텍스트 제시방법 간 유의미한 상호작용 효과가 있었다. 텍스트가 없는 경우에는 큰 화면에서 학습내용 영역에 더 많은 주의집중을 하지만, 텍스트가 많아지면 작은 화면에서 더 높은 주의집중이 나타났다. 둘째, 사회적 상호작용이 없는 APA에 대한 주의집중 효과는 나타나지 않았으며 대신 텍스트에 대한 주의집중이 나타났다. 셋째, 핵심어 텍스트만 제시하면 이미지를 더 많이 주시하고 텍스트에 주의집중을 못하는 부정적인 중복효과가 나타났다. 그러나 설명요약 텍스트에서는 이런 효과가 나타나지 않았다. 이 연구결과를 바탕으로 내레이션과 시간적 근접성을 고려한 텍스트 설계전략을 제시하였다. The purpose of thi함 study is to examine how a learner’s level of attention can be changed based on screen size and text display methods in multimedia with an animated pedagogical agent (APA). In particular, this study focused on checking how redundancy effects would occur in a situation where the text and narration were provided simultaneously. Additionally, text display methods such as core text or explanatory summary can influence the redundancy effects. In order to measure a level of attention caused by the redundancy effects, the time and frequency of eye fixation were evaluated using the eye tracking analysis method. Twenty-seven college students were divided into two groups, separated by which type of screen (monitor or projector) they would use displaying the multimedia resource. The resource was separated into 3 sessions (no text, core text, explanatory summary text) by the text display methods. Also, eye tracking data was collected by areas of interest (AOI): APA area, learning content area (No text area vs. text area). The findings of this study were as follows: First, there was a significant interaction effect between screen size and text display methods. If there was no text, more attention was paid to the learning content area on the large screen. However, if there was more text, more attention was given on the smaller screen. Second, less attention was paid to the APA without social interaction, instead, there was more focus on the text. Third, presenting only core text resulted in negative redundancy effects, which focused more on the image and failed to focus on the text. However, the explanatory summary text didn’t show these effects. Based on these findings, there were discussions about text design strategies to consider the narration and temporal contiguity effects.