AI 中文总结
本研究以222名高一学生为对象，用LLM与TTS生成三类对话课程，发现学习者特征与对话形式对ARCS动机有显著交互效应，提示需结合学习者特征选对话形式，结果为个性化学习设计提供初步证据。
AI 中文摘要
本研究探究了在利用大语言模型（LLM）和文本转语音（TTS）技术生成的三类对话课程——（1）师生对话、（2）生生对话、（3）师师对话中，学习者特征如何影响学习动机、学习成果及整体评价。本研究重点关注对话形式与学习者体验学习风格（具体体验因子CE、通过反思观察与抽象概念化开展主动实验的因子RCE）、批判性思维倾向之间的交互效应。采用包含222名高一学生的重复测量设计，使用线性混合效应模型分析数据。结果显示，学习者特征与对话形式对基于ARCS的动机存在显著交互作用：具体而言，CE因子对动机的正向效应在师师对话形式中比在师生对话形式中更强，而RCE因子的正向效应在师师对话形式中相对较弱。对于学习成果，对话形式与CE、RCE因子的交互作用均呈现出显著趋势。整体评价未出现显著交互作用，但师师对话形式的整体评价显著低于师生对话形式，该模式与动机观察到的正向效应存在差异。这些结果表明，在基于TTS的对话课程中应根据学习者特征选择对话形式；不过，由于所有显著交互作用的效应量均为小到中等，本研究的发现应被视为个性化学习设计的初步证据。
英文摘要
This study examined how learner characteristics affect motivation, learning outcomes, and overall evaluation in three types of dialogue-based lessons---(1) teacher--student, (2) student--student, and (3) teacher--teacher---generated using a large language model (LLM) and Text-to-Speech (TTS) technology. In particular, we focused on the interaction effects between dialogue format and learners' experiential learning style (the Concrete Experience factor, CE; and the factor of active experimentation through reflective observation and abstract conceptualization, RCE) and critical thinking disposition. Using a repeated-measures design with 222 first-year high school students, we analyzed the data with linear mixed-effects models. The results showed a significant interaction between learner characteristics and dialogue format for ARCS-based motivation. Specifically, the effect of the CE factor on motivation was more strongly positive in the teacher--teacher format than in the teacher--student format, whereas the positive effect of the RCE factor was relatively weaker in the teacher--teacher format. For learning outcomes, the interactions between dialogue format and both the CE and RCE factors showed a trend toward significance. No significant interaction emerged for overall evaluation; however, the overall evaluation of the teacher--teacher format was significantly lower than that of the teacher--student format, a pattern that diverged from the positive effect observed for motivation. These results suggest that dialogue format should be selected according to learner characteristics in TTS dialogue-based lessons. Because the effect sizes of the significant interactions were all small to medium, however, the findings of this study should be regarded as preliminary evidence for the design of personalized learning.
