arXiv cs.CY· Fumie Watanabe, Gendo Kumoi, Tota Suko, Takashi Ishida, Yuko Kuma, Manabu Kobayashi, Shigeichi Hirasawa·· 12 小时前AI 评分18
学习者特征与 LLM/TTS 生成对话式课程中对话形式的交互效应
Interaction Effects Between Learner Characteristics and Dialogue Format in LLM- and TTS-Generated Dialogue-Based Lessons
AI 导读
一项重复测量实验让 222 名高一学生观看由 LLM 和 TTS 生成的三种对话形式课程（师生 TS、生生 SS、师师 TT），发现经验学习风格的两个因子与对话形式在 ARCS 动机上存在交互：RCE 因子在 TS 和 SS 中斜率显著为正，且在 TS 中显著大于 TT。学习结果与整体评价未检测到交互，但批判性思维倾向与学习结果正相关，TT 形式评价最低。效应量为小到中等，属初步证据。
正文 · 原文
Abstract:Large language models and text-to-speech technology enable low-cost production of dialogue-based lessons: videos in which two speakers converse. The speakers' roles can vary, but little is known about whether all learners respond alike to such differences. In a repeated-measures design, 222 first-year high school students viewed lessons in three formats: a teacher and a student (TS), two students (SS), and two teachers (TT). Within the aptitude-treatment interaction framework, linear mixed-effects models tested whether associations between learner characteristics and outcomes differed by format. The learner characteristics were experiential learning style - seeking challenging, new experiences (CE factor) and learning by reflecting on experience (RCE factor) - and critical thinking disposition; the outcomes were motivation based on the ARCS model, self-reported learning outcomes, and overall evaluation. For motivation, both factors interacted with format: the CE factor's association differed between TS and TT, and the RCE factor's slope was significantly positive in TS and SS and significantly larger in TS than TT. For learning outcomes, no interaction was detected, but critical thinking disposition was positively associated with them. For overall evaluation, again no interaction was detected, but TT was rated lowest. Given small-to-medium interaction effects, these findings are preliminary evidence to inform personalized learning design.
| Comments: | Revised version of a manuscript submitted to Education Sciences (MDPI); not yet peer-reviewed. The title has been changed from v1. 23 pages, 1 figure |
| Subjects: | Computers and Society (cs.CY) |
| Cite as: | arXiv:2608.20822 [cs.CY] |
| (or arXiv:2608.20822v2 [cs.CY] for this version) | |
| https://doi.org/10.48550/arXiv.2608.20822 arXiv-issued DOI via DataCite |
Submission history
From: Fumie Watanabe [view email]
[v1]
Fri, 21 Aug 2026 07:43:50 UTC (122 KB)
[v2]
Tue, 27 Oct 2026 05:41:09 UTC (131 KB)
来源：arXiv cs.CY · arxiv.org