探索智能体口音如何影响K-12小组学习中的人机协作
Exploring How Agent Voice Accents Shape Human-AI Collaboration in K-12 Group Learning
- Massachusetts Institute of Technology（麻省理工学院）
机构由 AI 辅助整理，请以论文原文为准。
AI总结：
研究通过33名教师的实验，发现GenAI语音智能体的不同口音（英式、印度式、非裔美式）影响其被感知为工具或同伴，进而影响信任、参与和依赖。
AI中文摘要：
协作被广泛认为是21世纪教育的基石，但教师在促进有效的同伴互动方面仍面临持续挑战。LLM对话式同伴智能体为调解面对面小组工作带来了新的可能性，引发了关于角色设计（尤其是语音特征）如何塑造学习者的感知、信任和互动动态的问题。虽然先前的研究已经考察了智能体口音在一对一环境中的影响，但关于这些影响如何在小组中表现尚知之甚少。我们进行了一项33名教师参与的组间混合方法研究，考察了具有不同口音（英式、印度式和非裔美式）的GenAI语音智能体如何影响协作和智能体感知。通过调查、小组互动分析和人工制品，我们发现口音塑造了参与者的心智模型以及智能体在小组互动中扮演的角色。英式口音智能体在很大程度上被视为工具，并以超然、基于实用性的方式参与，而印度式和非裔美式口音智能体则更容易被拟人化并作为同伴融入。这些角色期望影响了信任、参与和依赖随时间的变化。这项工作推进了关于GenAI的社会语言学设计特征如何塑造CSCL中小组动态的理解，对设计具有文化包容性的AI学习伙伴具有启示意义。
英文摘要：
Collaboration is widely recognized as a cornerstone of 21st-century education, yet teachers still encounter persistent challenges in fostering productive peer interaction. LLM conversational peer agents introduce new possibilities for mediating in-person group work, raising questions about how persona design, particularly their voice characteristics, shapes learners' perceptions, trust, and interactional dynamics. While prior work has examined agent accent effects in one-to-one settings, little is known about how these effects manifest in groups. We conducted a between-subjects mixed-methods study with 33 teachers examining how a GenAI voice agent with different accents (British, Indian, and African American) influenced collaboration and agent perception. Across surveys, group interaction analyses, and artifacts, we find that accent shaped participants' mental models and the roles the agent assumed in group interaction. The British-accented agent was largely treated as a tool and engaged in detached, utility-based ways, whereas Indian- and African American-accented agents were more readily anthropomorphized and integrated as peers. These role expectations influenced trust, engagement, and reliance over time. This work advances understanding of how GenAI's sociolinguistic design features shape group dynamics in CSCL, with implications for designing culturally inclusive AI partners in group learning.
