潜意识暗示提高人机交互能力Word格式文档下载.docx

潜意识暗示提高人机交互能力Word格式文档下载.docx

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EnhancedLearning

PierreChalfounandClaudeFrasson

Dé

partementd'

InformatiqueetdeRechercheOpé

rationnelle,Université

deMontré

al,Office2194,Montré

al,Qué

bec,H3T1J4,Canada

Received2June2010;

Accepted25September2010

AcademicEditor:

KennethRevett

Copyright©

2011PierreChalfounandClaudeFrasson.ThisisanopenaccessarticledistributedundertheCreativeCommonsAttributionLicense,whichpermitsunrestricteduse,distribution,andreproductioninanymedium,providedtheoriginalworkisproperlycited.

Abstract

Thispaperpresentsresultsfromanempiricalstudyconductedwithasubliminalteachingtechniqueaimedatenhancinglearner'

sperformanceinIntelligentSystemsthroughtheuseofphysiologicalsensors.Thistechniqueusescarefullydesignedsubliminalcues（positive）andmiscues（negative）andprojectsthemunderthelearner'

sperceptualvisualthreshold.Apositivecue,calledanswercue,isahintaimingtoenhancethelearner'

sinductivereasoningabilitiesandprojectedinawaytohelpthemfigureoutthesolutionfasterbutmoreimportantlybetter.Anegativecue,calledmiscue,isalsousedandaimsatobviouslyattheopposite（distractthelearnerorleadthemtothewrongconclusion）.Thelatestobtainedresultsshowedthatonlysubliminalcues,notmiscues,couldsignificantlyincreaselearnerperformanceandintuitioninalogic-basedproblem-solvingtask.Nonintrusivephysiologicalsensors（EEGforrecordingbrainwaves,bloodvolumepressuretocomputeheartrateandskinresponsetorecordskinconductivity）wereusedtorecordaffectiveandcerebralresponsesthroughouttheexperiment.Thedescriptiveanalysis,combinedwiththephysiologicaldata,providescompellingevidenceforthepositiveimpactofanswercuesonreasoningandintuitivedecisionmakinginalogic-basedproblem-solvingparadigm.

1.Introduction

TheuseoftechnologytobuildIntelligentUserInterfaces（IUI）hasrevolutionizedthewaycomputersinteractwithhumanbeings.ExamplesoftheseIUIscanbefoundinvirtuallyeveryaspectofourlives,suchasmobilemediasharing[1,2],intelligentvehicularassistance[3],andmentalspellingmachines[4].OnegrowingareaofresearchwithintheHCIcommunityrecentlyhasbeenfocusingtowardsthedesignofsmartinterfacesforlearning.Indeed,asmartinterfaceshouldbeable,inalearningcontext,todetecttheuser’semotionalandcognitivestatesinordertoadjustandadapttheteachingmaterialaccordingly.SuchadaptivesystemsrelyingonefficientIUIsareknownasintelligenttutoringsystemsandarecomprisedofmultiplegoal-specificmodulestoaidthelearner.Oneofthesemodules,calledthetutor,makesuseofcognitivepedagogicalstrategiesandaffectivestatestoproperlymodelhumancognitionaccordingtothelearner’sconstantneedsandevolution.ThetutortakesadvantageofrecentdevelopmentinIUItoefficientlycommunicatewiththelearner.Thismultidisciplinaryfieldofresearchtriestoaccomplishthisdauntinggoalofuser-modelingandadaptationbyimplementingthemostrecentevolutionsandadvancesinvariousresearchareassuchasartificialintelligence,neuroscience,andcognitivescience.Oneofthoserecentadvancesthispastdecadehasbeentheshiftinemphasisforcognitivesciencefromlearner’sperformancetolearner’sexperienceduringlearning.Indeed,affectivestates,motivation,andknowledgeconstructionhavebeenextensivelymeasuredandexplored[5–8]andhaveshownthatemotionsareanimportantcomponentinskillacquisitionandplayapivotalroleinlearning.Indeed,researchesinneurosciencesandcognitivepsychologyhaveshownthatemotionsarewidelyrelatedtodiversecognitiveprocesses,suchasattention,problemsolving,anddecision-making[9,10].Emotionsinfluenceourbehaviorandplayanimportantroleinourevery-daydecision-makingprocesses[11].Cognitiveactivityisalsofundamentallyrelatedtoemotions[12].Cognitiveprocesssuchasproblemsolvinganddecisionmakingnotonlydependbutaregreatlyintertwinedwiththeindividual’semotionalstate[13].Moreover,emotionsareessentialactorsforcreativethinking,inspiration,aswellasconcentrationandmotivation[10,14].ItthenbecomesvitalforanHCIsystemtodetectandrecognizetheseemotionalandcognitivestates,viaphysiologicalsensorsorotherwise,andrelaythemtothepertinentITSmodules.Hence,learningsystemswouldbeabletointelligentlyadapttheircommunicationandinteractionwithlearnersthroughadaptiveHCIsystems.

Nevertheless,amajorcomponentoflearninganddecisionmakingwhensolvingproblemshasbeenmostlyneglectedinthisresearchfield:

humanunconsciouscognition.Indeed,thecognitiveunconsciousasamajorplayeristheintegrationandinterpretationofcomplexmaterialwithregardstodecisionmakingandpossiblylearning.Tothatend,alargebodyofworkinneuroscienceandotherfieldshasputforthcompellingevidencethatlearningsimple-to-complexinformationcanbedonewithoutperceptionorcompleteawarenesstothetaskathand[15–18].Theideathatanyinformationprojectedtoofasttobeconsciouslyperceivedbyalearner（calledsubliminalprojection）hasbeenthefocusofmuchresearchinneuroscienceandcognitivepsychology.AvarietyofIUIshavebeendesignedforsuchapurpose,rangingfromsimpletwo-dimensionalinterfaces（2D）tocomplex3Dimmersiveones[19–23].Furthermore,therecordingoftheneuralelectricalactivity,calledEEGactivity,presentinthebrainduringtheoccurrenceofthesementalprocessesisalsoanactiveresearchareainHCI.Indeed,anIUIthatdetectsbrainactivitycanrecognizeandquantifytheuser’sengagementlevelinspecificactivities[24].However,intheHCIcommunity,EEGactivityismainlyusedtoconstructbraincomputerinterfacesmainlyaimedatcharacterspellingoritemrecognition[4,18,25–27].

Unfortunately,veryscarceresearchintheHCIcommunityhasemployedaffect,subliminalprimingandEEGforeducationalpurposes.Indeed,theexistenceofperceptuallearningwithoutperceptionhasnotonlybeenproven,butalsoreplicatedinonestudywedidtwoyearsago[19].Inthisstudy,wepresentedanovelsubliminalprimingtechniquebuiltintoanadaptiveIUIaimedatboostingperformancebyenhancingthelearner’sdeductivereasoningcapabilities.Ourfindingsconcurwiththeliterature:

subliminalstimuli,whichisstimuliprojectedbelowthethresholdofconsciousperception,canenhancelearningandincreasethedeductivereasoningoflearnersonlyifcarefullyandintelligentlyconstructedbeforebeingintegratedintoanIUI.However,thisinitialstudysufferedfromamajorlimitation:

theexclusiveuseofpositivesubliminalpriming（cuesdesignedtohelplearning,nothinderorinterferewithit）.Thus,wedidnotknowwhateffectmightnegativecues,ormiscues,haveonlearningandperformancewhenintegratedintoourIUIsystem.

Inthepresentpaper,weintendtofollowuponourrecentstudybydesigninganevolvedversionofouradaptiveIUIwithournovelsubliminallearningtechniqueaimedatenhancingthelearner’sinductivelearningcapabilities.ThisnewIUIimplementedinourtutoringsystemwillmarrypositiveandnegativeprimesaswellasaffectivesensorsinthestringent2Denvironmentresemblingonlinetests.Affectivesensorswillserveasimportantindicatorofthelearner’semotionalandcerebralstatewhenfacedwiththedecisionofcorrectlyansweringaquestion.Whenfacingaquestion,learnerscaneither（a）guesstheansweror（b）correctlyinferthesolution（sincethisisanexamandthesolutionisnotpresentedtothem）.WebelievethatIUIswouldbeabletodetectbothoutcomes（（a）and（b））byrecordingandanalyzingemotionalandcerebraldata.Wealsobelieve,basedontheextensiveliteraturetothateffect,thatsubliminalprimingshouldinfluencebothoutcomes.WethusintendtoinvestigatetherelevanceofaugmentingourIUIwithcerebralsensorsandusingoursubliminalteachingtechniquebystatingtwoHCI-researchquestions.First,doesintegratingdifferentsubliminalcuingtypes（positive,control,andmiscue）intothisnewlydesignedIUIenhanceorhamperthelearner’sinductivereasoningcapabilitiesandperformance?

Second,whatsignificantphysiologicalimpactscanthisnewlydesignedinterfacewithoursubliminalteachingtechniquehaveonlearner’sperformanceduringquestionansweringaswellasontheentirelearningprocess?

Theorganizationofthispaperisasfollows:

inthefirstsection,wepresentpreviousworkrelatedtovariousaspectsofourresearch.ThesecondsectionwilldiscusspriminginHCI,morespecificallyfromaneducationalstandpoint.Thethirdsectionwilllaythebasesofphysiologicalrecordingsandimportancetoeducationandlearningingeneral.Thefourthsectiondescribestheexperimentsetupanddepictsthevariousaspectsrelatedtosubliminalcuesandmiscues.Thefifthsectionpresentstheobtainedresultswhicharediscussedinsectionsixleadingtothelastsectionwhereweconcludeandpresentfuturework.

2.RelatedWork

Thepresentworkemployssubliminalpriming,affect,andEEGtoinvestigatethepossiblecontributionofprimingtoenhancelearningandmorespecificallyinductivereasoning.Tothebestofourknowledge,thereareonlytwosimilarpapersintheITS/AIED（Artificialintelligenceineducation）/HCIcommunitythatemploysubliminalprimingandEEGinaneducationalcontext[28,29].Thefirstisourownworkwherewepresentedcerebralevidence,namely,aP300component（seebackgroundonEEGandaffectivedatabelow）,toconfirmthatbothcuesandmiscueswereinterpretedinthebrain,butwithslightl