个人简介

赵方正，女。2025年毕业于美国加州大学圣芭芭拉分校心理与脑科学专业，获得哲学博士学位（Ph.D）。

研究方向为教育心理学与多媒体学习，重点关注认知心理学理论在多媒体学习环境中的转化与应用，具体涵盖人工智能辅助教学、视频课程、虚拟现实学习系统以及教育类电子游戏等。同时，关注情绪在学习过程特别是多媒体学习中的作用，致力于探索情绪设计策略与情感特征如何影响学生的学习体验与成效。

研究成果

Zhao, F., & Mayer, R. E. (2023). Benefits of turning the illustrations in a narrated slideshow into cartoons: An extension of the positivity principle. Learning and Instruction, 86, 101779. https://doi.org/10.1016/j.learninstruc.2023.101779

Zhao, F., & Mayer, R. E. (2023). Role of emotional tone and gender of computer-generated voices in multimedia lessons. Educational Technology Research and Development, 71, 1449-1469. https://doi.org/10.1007/s11423-023-10228-x

Zhao, F., Mayer, R. E., Adamo-Villani, N., Mousas, C., Choi, M., Lam, L., Mukanova, M., & Hauser, K. (2023). Recognizing and relating to the race/ethnicity and gender of animated pedagogical agents. Journal of Educational Computing Research, 62(3), 675-701. https://doi.org/10.1177/07356331231213932

Zhao, F., & Mayer, R. E. (2024). Limitations of Disembodied Computer-Generated Voice to Convey Emotion in Multimedia Lessons. International Journal of Human–Computer Interaction, 1-13. https://doi.org/10.1080/10447318.2024.2371681

Zhao, F., Mayer, R. E., Adamo-Villani, N., Mousas, C., Choi, M., Lam, L., Mukanova, M., & Hauser, K. (2025). Role of race and gender of pedagogical agents in multimedia learning. Journal of Educational Computing Research, 07356331251322469. https://doi.org/10.1177/07356331251322469

Zhao, F., & Mayer, R. E. (2025). Improving multimedia learning with emotional design. Journal of Computer Assisted Learning, 41(3), e70028. https://doi.org/10.1111/jcal.70028

Zhang, Y., Zhao, F. (Corresponding Author), & Mayer, R. E. (2025). Effects of feedback providers’ emotional tone and gender on learning from a multimedia lesson. Journal of Computer Assisted Learning, 41(3), e70052. https://doi.org/10.1111/jcal.70052

Stenberdt, V., Zhao, F., Delgado, C., Mayer, R. E., & Makransky, G. (in press). Effects of generative activities on learning in virtual reality. In J. Plass, R. E. Mayer, & G. Makransky (Eds.), Handbook of learning in virtual reality. MIT Press.

Lawson, A. P., Martella, A. M.*, LaBonte, K., Delgado, C. Y., Zhao, F., Gluck, J. A., ... & Mayer, R. E. (2024). Confounded or Controlled? A Systematic Review of Media Comparison Studies Involving Immersive Virtual Reality for STEM Education. Educational Psychology Review, 36(3), 1-35. https://doi.org/10.1007/s10648-024-09908-8

Choi, M., Mousas, C., Adamo, N., Patankar, S., Hauser, K., Zhao, F., & Mayer, R. E. (2024). ASAP: animation system for agent-based presentations. The Visual Computer, 1-16. https://doi.org/10.1007/s00371-024-03622-w

Lam, L., Choi, M., Mukanova, M., Hauser, K., Zhao, F., Mayer, R., Mousas, C., & Adamo-Villani, N. (2023). Effects of body type and voice pitch on perceived audio-visual correspondence and believability of virtual characters. In A. Chapiro & A. Robb (Eds.), ACM Symposium on Applied Perception 2023, Article No. 3. Association for Computing Machinery.

Mukanova, M., Adamo, N., Mousas, C., Choi, M., Hauser, K., Mayer, R., & Zhao, F. (2024).  Animated pedagogical agents performing affective gestures extracted from the GEMEP dataset: Can people recognize their emotions?  In A. L. Brooks (Ed.), ArtsIT, interactivity and game creation (LNICS 565; pp. 271-280). Springer.

Hauser, K. M., Mousas, C., Adamo, N., Choi, M., Mayer, R., & Zhao, F. (2024, August). The Effect of Dynamic Facial Asymmetries on the Perceived Believability, Appeal, and Naturalness of Animated Agents. In ACM Symposium on Applied Perception 2024 (pp. 1-8).