展示而非仅说它：软件指导中指令多模态的互补效应
'Show It, Don't Just Say It': The Complementary Effects of Instruction Multimodality for Software Guidance
AI总结：
本研究探讨了在软件学习中，多模态教学（语音、注释、远程控制）如何互补以提升教学效果，同时揭示了自主性与精度之间的权衡问题。
摘要：
为软件学习设计自适应辅导系统面临确定合适教学模态的挑战。为了指导此类系统的设计，我们对十对经验丰富的软件用户与初学者进行了观察研究（N=10），其中经验丰富的用户通过多步骤流程教授初学者两个新的图形设计软件功能。这些课程仅限于三种沟通渠道（语音、视觉注释和远程屏幕控制）以模拟可能的AI导师模态。我们发现注释通过空间精度补充语音，远程控制通过空间和时间精度补充语音，但两者都会影响学习者的自主性。教师会适应性地选择模态以平衡教学进度的需求与学生认知参与和数字领土所有权感。我们的结果进一步支持了连续性原则和学习中的自主性价值，同时提出了精度-自主性权衡和数字领土性作为自适应软件指导的新设计约束。
英文摘要：
Designing adaptive tutoring systems for software learning presents challenges in determining appropriate instructional modalities. To inform the design of such systems, we conducted an observational study of ten human teacher-student pairs (N=10), where experienced design software users taught novices two new graphic design software features through multi-step procedures. These lessons were limited to three communication channels (speech, visual annotations, and remote screen control) to mimic possible AI tutor modalities. We found that annotations complement speech with spatial precision and remote control complements it with spatial and temporal precision, but both cause intrusion to learner agency. Teachers adaptively select modalities to balance the need for instruction progress with students' cognitive engagement and sense of digital territory ownership. Our results provide further support to the contiguity principles and the value of agency in learning, while suggesting precision-agency trade-off and digital territoriality as new design constraints for adaptive software guidance.
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