線上教學中，講師口語詞彙對學員上課情感投入之影響

Abstract

科技的進步，不可逆的改變了人們的學習與工作習慣。使線上學習在教育和培訓領域中佔比逐漸提高。COVID-19疫情更加速了線上轉型的趨勢。隨著課程從實體轉為線上，教師需要探索如何吸引線上學員並提高他們對數位學習的投入度，這成為教師面臨的挑戰。本文以語音辨識技術結合自然語言處理辨識講師上課時之用詞，並了解其情緒狀態，進而探討講師情緒與學員投入程度之相關性。在過去，尚未有研究探討老師口語詞彙分別之代表正向/負向情緒與學員學習情感投入程度之關係。本研究以近兩年曾接受過企業十分鐘以上線上課程的老師與學員作為研究對象。然本研究未能發現講師情緒詞彙對於學生情感投入程度有影響，但研究發現講師聲音魅力對於學習投入程度有著顯著且正向的影響性。研究結果可提供講師於非同步教學中的相關實務建議。提醒老師哪裡可以及時改善，提高學員投入度與學習投入狀況，進而提升課程之效果。This study explores the correlation between the emotional state of the speaker, as identified through speech recognition technology combined with natural language processing, and learner engagement. Previous research has not investigated the relationship between the speaker's use of positive/negative emotional words and learner emotional engagement. The study focuses on teachers and learners who have participated in online courses of more than ten minutes in the past two years. Although the study did not find a significant impact of the speaker's emotional words on learner emotional engagement, it revealed a significant and positive influence of the speaker's voice charm on learner engagement. The findings provide practical insights for teachers engaged in asynchronous teaching, highlighting areas for timely improvement to enhance learner engagement and learning outcomes.