Kesan interaksi tahap realistik dan ekspresi wajah positif animasi Talking-Head terhadap emosi pelajar
<p>Kajian ini ialah bertujuan untuk menganalisis kesan interaksi tahap realistik karakter</p><p>animasi talking-head dua dimensi (2D) dengan ekspresi wajah positif terhadap emosi</p><p>pelajar. Tiga tahap realistik yang digunakan...
Saved in:
| Main Author: | |
|---|---|
| Format: | thesis |
| Language: | zsm |
| Published: |
2021
|
| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=7679 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| id |
oai:ir.upsi.edu.my:7679 |
|---|---|
| record_format |
uketd_dc |
| institution |
Universiti Pendidikan Sultan Idris |
| collection |
UPSI Digital Repository |
| language |
zsm |
| topic |
QA Mathematics |
| spellingShingle |
QA Mathematics Muhammad Ihsan Rokeman Kesan interaksi tahap realistik dan ekspresi wajah positif animasi Talking-Head terhadap emosi pelajar |
| description |
<p>Kajian ini ialah bertujuan untuk menganalisis kesan interaksi tahap realistik karakter</p><p>animasi talking-head dua dimensi (2D) dengan ekspresi wajah positif terhadap emosi</p><p>pelajar. Tiga tahap realistik yang digunakan ialah ikonik, semi-ikonik dan realistik.</p><p>Manakala, dua ekspresi wajah positif yang digunakan ialah ekspresi senyum dan</p><p>ekspresi neutral bagi setiap tahap realistik. Secara terperinci, enam prototaip animasi</p><p>talking-head bagi paparan di skrin besar telah dibangunkan dan diuji. Reka bentuk</p><p>eksperimen kuasi digunakan bagi menjawab persoalan-persoalan kajian yang dibina.</p><p>Sampel kajian terdiri daripada 180 orang pelajar dari enam kelas di tiga buah politeknik.</p><p>Setiap pengkuliahan dengan animasi 2D talking-head telah ditonton dan dinilai oleh 30</p><p>orang pelajar dalam setiap kelas. Data yang diperoleh telah dianalisis secara statistik</p><p>dengan menggunakan two way repeated measures ANOVA serta prosedur analisis</p><p>regresi berdasarkan model Baron dan Kenny. Dapatan analisis menunjukkan tidak</p><p>wujud sebarang kesan interaksi yang signifikan antara ekspresi wajah dan tahap</p><p>realistik karakter terhadap keseronokan pelajar akibat faktor reka bentuk karakter [F</p><p>(2,58) = 3.05, p > 0.05]. Namun, terdapat kesan interaksi yang signifikan terhadap</p><p>emosi dalam pembelajaran secara keseluruhan [F (2,58) = 5.13, p < 0.05]. Seterusnya,</p><p>keseronokan pelajar akibat reka bentuk karakter talking-head tidak mempunyai</p><p>sebarang kesan perantara yang signifikan bagi hubungan antara tahap realistik dan</p><p>emosi dalam pembelajaran. Kesimpulannya, kajian ini mendapati bahawa talking-head</p><p>2D dengan ekspresi senyum, walaupun dengan pelbagai reka bentuk tahap realistik</p><p>ialah lebih berkesan berbanding ekspresi neutral. Sehubungan dengan itu, kajian ini</p><p>mengesyorkan reka bentuk dengan ekspresi senyum perlu dijadikan sebagai pilihan</p><p>reka bentuk karakter. Implikasi dapatan kajian ini boleh dijadikan sebagai panduan reka</p><p>bentuk animasi talking-head, terutamanya untuk tujuan pengkuliahan secara paparan</p><p>di skrin besar.</p> |
| format |
thesis |
| qualification_name |
|
| qualification_level |
Doctorate |
| author |
Muhammad Ihsan Rokeman |
| author_facet |
Muhammad Ihsan Rokeman |
| author_sort |
Muhammad Ihsan Rokeman |
| title |
Kesan interaksi tahap realistik dan ekspresi wajah positif animasi Talking-Head terhadap emosi pelajar |
| title_short |
Kesan interaksi tahap realistik dan ekspresi wajah positif animasi Talking-Head terhadap emosi pelajar |
| title_full |
Kesan interaksi tahap realistik dan ekspresi wajah positif animasi Talking-Head terhadap emosi pelajar |
| title_fullStr |
Kesan interaksi tahap realistik dan ekspresi wajah positif animasi Talking-Head terhadap emosi pelajar |
| title_full_unstemmed |
Kesan interaksi tahap realistik dan ekspresi wajah positif animasi Talking-Head terhadap emosi pelajar |
| title_sort |
kesan interaksi tahap realistik dan ekspresi wajah positif animasi talking-head terhadap emosi pelajar |
| granting_institution |
Universiti Pendidikan Sultan Idris |
| granting_department |
Fakulti Seni, Komputeran dan Industri Kreatif |
| publishDate |
2021 |
| url |
https://ir.upsi.edu.my/detailsg.php?det=7679 |
| _version_ |
1776104529368973312 |
| spelling |
oai:ir.upsi.edu.my:76792022-11-10 Kesan interaksi tahap realistik dan ekspresi wajah positif animasi Talking-Head terhadap emosi pelajar 2021 Muhammad Ihsan Rokeman QA Mathematics <p>Kajian ini ialah bertujuan untuk menganalisis kesan interaksi tahap realistik karakter</p><p>animasi talking-head dua dimensi (2D) dengan ekspresi wajah positif terhadap emosi</p><p>pelajar. Tiga tahap realistik yang digunakan ialah ikonik, semi-ikonik dan realistik.</p><p>Manakala, dua ekspresi wajah positif yang digunakan ialah ekspresi senyum dan</p><p>ekspresi neutral bagi setiap tahap realistik. Secara terperinci, enam prototaip animasi</p><p>talking-head bagi paparan di skrin besar telah dibangunkan dan diuji. Reka bentuk</p><p>eksperimen kuasi digunakan bagi menjawab persoalan-persoalan kajian yang dibina.</p><p>Sampel kajian terdiri daripada 180 orang pelajar dari enam kelas di tiga buah politeknik.</p><p>Setiap pengkuliahan dengan animasi 2D talking-head telah ditonton dan dinilai oleh 30</p><p>orang pelajar dalam setiap kelas. Data yang diperoleh telah dianalisis secara statistik</p><p>dengan menggunakan two way repeated measures ANOVA serta prosedur analisis</p><p>regresi berdasarkan model Baron dan Kenny. Dapatan analisis menunjukkan tidak</p><p>wujud sebarang kesan interaksi yang signifikan antara ekspresi wajah dan tahap</p><p>realistik karakter terhadap keseronokan pelajar akibat faktor reka bentuk karakter [F</p><p>(2,58) = 3.05, p > 0.05]. Namun, terdapat kesan interaksi yang signifikan terhadap</p><p>emosi dalam pembelajaran secara keseluruhan [F (2,58) = 5.13, p < 0.05]. Seterusnya,</p><p>keseronokan pelajar akibat reka bentuk karakter talking-head tidak mempunyai</p><p>sebarang kesan perantara yang signifikan bagi hubungan antara tahap realistik dan</p><p>emosi dalam pembelajaran. Kesimpulannya, kajian ini mendapati bahawa talking-head</p><p>2D dengan ekspresi senyum, walaupun dengan pelbagai reka bentuk tahap realistik</p><p>ialah lebih berkesan berbanding ekspresi neutral. Sehubungan dengan itu, kajian ini</p><p>mengesyorkan reka bentuk dengan ekspresi senyum perlu dijadikan sebagai pilihan</p><p>reka bentuk karakter. Implikasi dapatan kajian ini boleh dijadikan sebagai panduan reka</p><p>bentuk animasi talking-head, terutamanya untuk tujuan pengkuliahan secara paparan</p><p>di skrin besar.</p> 2021 thesis https://ir.upsi.edu.my/detailsg.php?det=7679 https://ir.upsi.edu.my/detailsg.php?det=7679 text zsm closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Seni, Komputeran dan Industri Kreatif <p>Adamson, A., & Jenson, V. (2001). Shrek [Film]. United States: DreamWorks</p><p>Pictures.</p><p></p><p>Ahmad Zamzuri, M. A. (2018). Multimedia dan perisian pendidikan panduan praktikal reka bentuk dan</p><p>penyelidikan. Tanjong Malim, Perak: Penerbit Universiti Pendidikan Sultan Idris.</p><p></p><p>Ahmad Zamzuri, M. A., Kogilathah, S., & Tan, W. H. (2015). Effects of verbal components in 3D</p><p>talking-head on pronunciation learning among non-native speakers. Educational Technology and</p><p>Society, 18(2), 313322. Retrieved from http://ifets.info/journals/18_2/23.pdf</p><p></p><p>Ahmad Zamzuri, M. A., & Mohd Najib, H. (2016). The Effects of talking-head with various realism</p><p>levels on students emotions in learning. Journal of Educational Computing Research, 55(3),</p><p>429443. https://doi.org/10.1177/0735633116672057</p><p></p><p>Ahmad Zamzuri, M. A., Rahani, W., Khairulanuar, S., & Muhammad Zaffwan, I. (2013). Reading on the</p><p>computer screen: Does font type has effects on web text readability? International Education</p><p>Studies, 6(3), 2635. https://doi.org/10.5539/ies.v6n3p26</p><p></p><p>Ahmed, W., van der Werf, G., Kuyper, H., & Minnaert, A. (2013). Emotions, self- regulated learning,</p><p>and achievement in mathematics: A growth curve analysis. Journal of Educational Psychology, 105(1),</p><p>150161. https://doi.org/10.1037/a0030160</p><p></p><p>Akpinar, E. (2014). The use of interactive computer animations based on POE as a presentation tool</p><p>in primary science teaching. Journal of Science Education and Technology, 23(4), 527537.</p><p>https://doi.org/10.1007/s10956-013-9482-4</p><p></p><p>Anderson, R., Stenger, B., Wan, V., & Cipolla, R. (2013). An expressive text-driven 3D talking</p><p>head. ACM SIGGRAPH Posters, 80. https://doi.org/10.1145/2503385.2503473</p><p></p><p>Artino, A. R., Holmboe, E. S., & Durning, S. J. (2012). Controlvalue theory: Using achievement</p><p>emotions to improve understanding of motivation, learning, and performance in medical education:</p><p>AMEE Guide No. 64. Medical Teacher,</p><p>34(3), e148e160. https://doi.org/10.3109/0142159X.2012.651515</p><p></p><p>Artino, A. R., & Jones, K. D. (2012). Exploring the complex relations between achievement emotions</p><p>and self-regulated learning behaviors in online learning. Internet and Higher Education, 15(3),</p><p>170175. https://doi.org/10.1016/j.iheduc.2012.01.006</p><p></p><p>Atkinson, R. K. (2002). Optimizing learning from examples using animated pedagogical agents.</p><p>Journal of Educational Psychology, 94(2), 416427. https://doi.org/10.1037/0022-0663.94.2.416</p><p></p><p>Bakiu, E., & Guzman, E. (2017). Which feature is unusable? Detecting usability and user experience</p><p>issues from user reviews. International Requirements Engineering Conference Workshops, 182187.</p><p>https://doi.org/10.1109/REW.2017.76</p><p></p><p>Bakker, I., van der Voordt, T., Vink, P., & de Boon, J. (2014). Pleasure, arousal, dominance:</p><p>Mehrabian and russell revisited. Current Psychology, 33(3), 405</p><p>421. https://doi.org/10.1007/s12144-014-9219-4</p><p></p><p>Barbieri, S., Jiang, T., Cawthorne, B., Xiao, Z., & Yang, X. (2018). 3D content creation exploiting</p><p>2D character animation. ACM SIGGRAPH, 1516. https://doi.org/10.1145/3230744.3230769</p><p></p><p>Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social</p><p>psychological research: Conceptual, strategic, and statistical considerations. Journal of</p><p>Personality and Social Psychology, 51(6), 11731182. https://doi.org/10.1007/BF02512353</p><p></p><p>Barrett, L. F. (2004). Feelings or words? Understanding the content in self-report ratings of</p><p>experienced emotion. Journal of Personality, 87(2), 266281.</p><p></p><p>Barrett, L. F., Quigley, K. S., Bliss-Moreau, E., & Aronson, K. R. (2004).</p><p>Interoceptive sensitivity and self-reports of emotional. Journal of Personality and Social</p><p>Psychology, 87(5), 684697. https://doi.org/10.1038/jid.2014.371</p><p></p><p>Barrett, L. F., & Russell, J. A. (1999). The structure of current affect: Controversies and</p><p>emerging consensus. Current Directions in Psychological Science, 8(1), 10</p><p>14. https://doi.org/10.1111/1467-8721.00003</p><p></p><p>Baylor, A. L. (2011). The design of motivational agents and avatars. Educational Technology</p><p>Research And Development, 59(2), 291300. https://doi.org/10.1007/s11423-011-9196-3</p><p></p><p>Baylor, A. L., & Kim, S. (2009). Designing nonverbal communication for pedagogical agents: When</p><p>less is more. Computers in Human Behavior, 25(2),</p><p>450457. https://doi.org/10.1016/j.chb.2008.10.008</p><p></p><p>Baylor, A. L., & Kim, Y. (2004). Pedagogical agent design: The impact of agent realism, gender,</p><p>ethnicity, and instructional role. International Conference on Intelligent Tutoring Systems,</p><p>592603. https://doi.org/10.1007/978-3-540-30139- 4_56</p><p></p><p>Baylor, A. L., & Kim, Y. (2005). Simulating instructional roles through pedagogical agents.</p><p>International Journal of Artificial Intelligence in Education, 15, 95115.</p><p></p><p>Beale, R., & Creed, C. (2009). Affective interaction: How emotional agents affect users.</p><p>International Journal of Human Computer Studies, 67(9), 755776.</p><p>https://doi.org/10.1016/j.ijhcs.2009.05.001</p><p></p><p>Benitez-Quiroz, C. F., Wilbur, R. B., & Martinez, A. M. (2016). The not face: A grammaticalization</p><p>of facial expressions of emotion. Cognition, 150, 7784.</p><p>https://doi.org/10.1016/j.cognition.2016.02.004</p><p></p><p>Bign, J. E., Andreu, L., & Gnoth, J. (2005). The theme park experience: An analysis of pleasure,</p><p>arousal and satisfaction. Tourism Management, 26(6), 833844.</p><p>https://doi.org/10.1016/j.tourman.2004.05.006</p><p></p><p>Bird, B. (2004). The Incredibles [Film]. United States: Buena Vista Pictures Distribution.</p><p></p><p>Bradley, M., & Lang, P. J. (1994). Measuring emotion: The self-assessment manikin and the semantic</p><p>differential. Journal of Behavior Therapy and Experimental Psychiatry, 25(I), 4959.</p><p>https://doi.org/10.1016/0005-7916(94)90063-9</p><p></p><p>Branch, R. M., & Merill, M. D. (2012). Characteristics of instructional design models.</p><p>In R. A. Reiser & J. V. Dempsey (Eds.), Trends And Issues in Instructional Design And Technology</p><p>(3rd ed.). Boston: Pearson.</p><p></p><p>Brom, C., Strkov, T., & DMello, S. K. (2018). How effective is emotional design?</p><p>A meta-analysis on facial anthropomorphisms and pleasant colors during multimedia learning.</p><p>Educational Research Review, 25, 100119. https://doi.org/10.1016/j.edurev.2018.09.004</p><p></p><p>Buff, A., Reusser, K., Rakoczy, K., & Pauli, C. (2011). Activating positive affective experiences</p><p>in the classroom: Nice to have or something more? Learning and Instruction, 21(3), 452466.</p><p>https://doi.org/10.1016/j.learninstruc.2010.07.008</p><p></p><p>Butcher, K. R. (2014). The multimedia principle. In R. E. Mayer (Ed.), The Cambridge Handbook of</p><p>Multimedia Learning (2nd ed., pp. 174205). United</p><p>Kingdom: Cambridge University Press.</p><p></p><p>Butler, M., & Joschko, L. (2009). Final fantasy or the incredibles: Ultra-realistic</p><p>animation, aesthetic engagement and the uncanny valley. Animation Studies,</p><p>4(55), 5563.</p><p></p><p>Bynion, T. M., & Feldner, M. T. (2017). Self-Assessment Manikin. In V. Zeigler-Hill</p><p>& T. K. Shackelford (Eds.), Encyclopedia of Personality and Individual</p><p>Differences (pp. 13). https://doi.org/10.1007/978-3-319-28099-8_77-1</p><p></p><p>Cakmak, H. K., & Kuhnapfel, U. (2000). Animation and simulation techniques for</p><p>VR-training systems in endoscopic surgery. Computer Animation and Simulation</p><p>2000. Proceedings of the Eurographics Workshop. Eurographics, 173.</p><p></p><p>Campeau-Vallerand, C., Michaud, F., Routhier, F., Archambault, P. S., Ltourneau,</p><p>D., Glinas-Bronsard, D., & Auger, C. (2019). Development of a web-based</p><p>monitoring system for power tilt-in-space wheelchairs: Formative evaluation.</p><p>JMIR Rehabilitation and Assistive Technologies, 6(2), 113.</p><p>https://doi.org/10.2196/13560</p><p></p><p>Castro-Alonso, J. C., Wong, R. M., Adesope, O. O., & Paas, F. (2021). Effectiveness</p><p>of multimedia pedagogical agents predicted by diverse theories: A meta-analysis.</p><p>Educational Psychology Review, 127. https://doi.org/10.1007/s10648-020-</p><p>09587-1</p><p></p><p>Cerda, L., Graziani, P., & Del-Monte, J. (2021). Emotional valence recognition on</p><p>virtual, robotic, and human faces: A comparative study. Journal of Technology</p><p>in Behavioral Science, 6(1), 151158. https://doi.org/doi.org/10.1007/s41347-</p><p>020-00172-5</p><p></p><p>Chan, C. K. Y. (2015). Use of animation in engaging teachers and students in</p><p>assessment in Hong Kong higher education. Innovations in Education and</p><p>Teaching International, 52(5), 474484.</p><p>https://doi.org/10.1080/14703297.2013.847795</p><p></p><p>Chaudhuri, P., Kalra, P., & Banerjee, S. (2007). View-dependent character animation.</p><p>In Springer. https://doi.org/10.1007/978-1-84628-762-6_1</p><p></p><p>Cheetham, M., Wu, L., Pauli, P., & Jancke, L. (2015). Arousal, valence, and the</p><p>uncanny valley: Psychophysiological and self-report findings. Frontiers in</p><p>Psychology, 6, 115. https://doi.org/10.3389/fpsyg.2015.00981</p><p></p><p>Chen, S., Liu, B., Fu, J., Song, R., Jin, Q., Lin, P., Zhou, J. (2019). Neural</p><p>storyboard artist: Visualizing stories with coherent image sequences.</p><p>International Conference on Multimedia, 22362244.</p><p>https://doi.org/10.1145/3343031.3350571</p><p></p><p>Chin, K. Y., Hong, Z. W., Huang, Y. M., Shen, W. W., & Lin, J. M. (2016).</p><p>Courseware development with animated pedagogical agents in learning system to improve learning</p><p>motivation. Interactive Learning Environments, 24(3), 360</p><p>381. https://doi.org/10.1080/10494820.2013.851089</p><p></p><p>Chinmayi, R., Nair, J. G., Bhagya, T., Kanchana, D. S., Arathi, P. V., Kumar, J. Y.,</p><p> Sreedharan, R. P. (2019). Impact of emotion in human brain-a lobe-based activity on strength of</p><p>signals analyzed in two frequency bands. International Journal of Psychosocial Rehabilitation,</p><p>23(4), 453463. https://doi.org/10.37200/IJPR/V23I4/PR190204</p><p></p><p>Chua, Y. P. (2012). Mastering research methods. Shah Alam, Selangor: McGraww- Hill.</p><p></p><p>Chua, Y. P. (2014a). Ujian Regresi Analisis Faktor dan Analisis SEM. Kuala Lumpur: McGraw Hill.</p><p></p><p>Chua, Y. P. (2014b). Ujian univariat dan multivariat : Kaedah dan statistik penyelidikan (2nd ed.).</p><p>Shah Alam, Selangor: McGraww-Hill.</p><p></p><p>Cleveland-innes, M., & Campbell, P. (2012). Emotional presence, learning, and the online</p><p>environment. The International Review of Research in Open and Distance Learning, 13(4), 269292.</p><p>https://doi.org/https://doi.org/10.19173/irrodl.v13i4.1234</p><p></p><p>Cohen, J. (1988). Statistical power analysis for the behavioural sciences (2nd ed.).</p><p>Hillsdale,NJ: Laurence Erlbaum Associates.</p><p></p><p>Cohen, L., Manion, L., & Morrison, K. (2007). Research method in education. In</p><p>Routledge (6th ed.). https://doi.org/10.4324/9780203029053-23</p><p></p><p>Cooper, D. R., & Schindler, P. S. (2014). Business research methods. In Business Research Methods</p><p>(12th ed.). New York, US: McGraww-Hill/Irwin.</p><p></p><p>Cosatto, E., & Graf, H. P. (2000). Photo-realistic talking-heads from image samples.</p><p>IEEE Transactions on Multimedia, 2(3), 152163. https://doi.org/10.1109/6046.865480</p><p></p><p>Cromwell, H. C., Abe, N., Barrett, K. C., Caldwell-Harris, C., Gendolla, G. H. E., Koncz, R., &</p><p>Sachdev, P. S. (2020). Mapping the interconnected neural systems underlying motivation and emotion:</p><p>A key step toward understanding the human affectome. Neuroscience & Biobehavioral Reviews, 113,</p><p>204226.</p><p>https://doi.org/10.1016/j.neubiorev.2020.02.032</p><p></p><p>de Melo, C. M., Carnevale, P., & Gratch, J. (2012). The effect of virtual agents emotion displays</p><p>and appraisals on peoples decision making in negotiation. International Conference on Intelligent</p><p>Virtual Agents, 5366. https://doi.org/10.1007/978-3-642-33197-8-6</p><p></p><p>Dey, P. (2012). Visual speech in technology-enhanced learning ((Doctoral dissertation, University</p><p>of Sheffield)). Retrieved from http://etheses.whiterose.ac.uk/3329/1/PDThesis_18012013.pdf</p><p></p><p>Dey, P., Maddock, S., & Nicolson, R. (2010). Evaluation of a viseme-driven talking head. In J.</p><p>Collomosse & I. Grimstead (Eds.), EG UK Theory and Practice of Computer Graphics (pp. 139142).</p><p>https://doi.org/10.2312/LocalChapterEvents/TPCG/TPCG10/139-142</p><p></p><p>Domagk, S. (2010). Do pedagogical agents facilitate learner motivation and learning outcomes?</p><p>Journal of Media Psychology, 22(2), 8295. https://doi.org/10.1027/1864-1105/a000011</p><p></p><p>Du, S., Tao, Y., & Martinez, A. M. (2014). Compound facial expressions of emotion.</p><p>Proceedings of the National Academy of Sciences, 111(15), 14541462.</p><p>https://doi.org/10.1073/pnas.1322355111</p><p></p><p>Dunsworth, Q., & Atkinson, R. K. (2007). Fostering multimedia learning of science: Exploring the</p><p>role of an animated agents image. Computers & Education, 49(3), 677690.</p><p>https://doi.org/http://dx.doi.org/10.1016/j.compedu.2005.11.010</p><p></p><p>Ekman, P. (1992). An Argument for basic emotions. Cognition and Emotion, 6(3), 169200.</p><p>https://doi.org/10.1080/02699939208411068</p><p></p><p>Ekman, P. (2005). Conclusion: What we have learned by measuring facial behavior: Further comments</p><p>and clarifications. In P. Ekman & E. L. Rosenberg (Eds.), Series in Affective Science. What The</p><p>Face Reveals: Basic And Ppplied Studies of Spontaneous Expression Using The Facial Action Coding</p><p>System (FACS) (pp. 605626).</p><p>https://doi.org/https://doi.org/10.1093/acprof:oso/9780195179644.003.0030</p><p></p><p>Ekman, P. (2016). What scientists who study emotion agree about. Perspectives on Psychological</p><p>Science, 11(1), 3134. https://doi.org/10.1177/1745691615596992</p><p></p><p>Ekman, P., & Friesen, W. V. (1971). Constants across cultures in the face and emotion. Journal of</p><p>Personality and Social Psychology, 17(2), 124129.</p><p>Retrieved from http://psycnet.apa.org/record/1971-07999-001</p><p></p><p>Elliot, A. J. (2006). The hierarchical model of approach-avoidance motivation.</p><p>Motivation and Emotion, 30(2), 111116. https://doi.org/10.1007/s11031-006-</p><p>9028-7</p><p></p><p>Enam, A., Torres-Bonilla, J., & Eriksson, H. (2018). Evidence-based evaluation of ehealth</p><p>interventions: Systematic literature review. Journal of Medical Internet Research, 20(11), 112.</p><p>https://doi.org/10.2196/10971</p><p></p><p>Erfan, Z., & Aref, M. (2018). Facial expression recognition by using differential geometric</p><p>features. The Imaging Science Journal, 66(8), 463470.</p><p>https://doi.org/10.1080/13682199.2018.1509176</p><p></p><p>Feidakis, M., Daradoumis, T., Caball, S., & Conesa, J. (2012). Design of an emotion aware</p><p>e-learning system. International Journal of Knowledge and Learning, 8(34), 219238.</p><p>https://doi.org/10.1504/IJKL.2012.051676</p><p></p><p>Ficarra, F. V. C., & Ficarra, M. C. (2009). Computer animation and communicability in multimedia</p><p>system: A trichotomy evaluation. In E. Damiani, J. Jeong, R. J.Howlett, & L. C. Jain (Eds.), New</p><p>Directions in Intelligent Interactive Multimedia Systems and Services (pp. 103115).</p><p>https://doi.org/10.1007/978-3- 642-02937-0_10</p><p></p><p>Foo, K. K., Hanafi, A., Omar, M., Zuraidah, A. R., & Fong, S. F. (2013). The effects of the</p><p>pedagogical agents instructional role on achievement and motivation among students with different</p><p>cognitive styles. Malaysian Journal of Distance Education, 15(1), 7387. Retrieved from</p><p>http://mjde.usm.my/vol15_1_2013/6_MJDE15_1.pdf</p><p></p><p>Fredrickson, B. L. (2004). Gratitude, like other positive emotions, broadens and builds. In R. A.</p><p>Emmons & M. E. Mccullough (Eds.), The Psychology of Gratitude (pp. 145166).</p><p>https://doi.org/10.1556/mental.14.2013.2.3</p><p></p><p>Frenzel, A. C., Pekrun, R., & Goetz, T. (2007). Perceived learning environment and students</p><p>emotional experiences: A multilevel analysis of mathematics classrooms. Learning and Instruction,</p><p>17(5), 478493. https://doi.org/10.1016/j.learninstruc.2007.09.001</p><p></p><p>Galindo, L. R., & Lewis, J. (2018). Analysing unstructured interviews with physicists: Unpicking</p><p>the role of tacit knowledge. SAGE Research Methods Datasets, pp. 1</p><p>6. https://doi.org/10.4135/9781526439314</p><p></p><p>Galla, B. M., Esposito, M. V., & Fiore, H. M. (2020). Mindfulness predicts academic diligence in</p><p>the face of boredom. Learning and Individual Differences, 81(2020),</p><p>113. https://doi.org/10.1016/j.lindif.2020.101864</p><p></p><p>Ganotice, F. A., Datu, J. A. D., & King, R. B. (2016). Which emotional profiles exhibit the best</p><p>learning outcomes? A person-centered analysis of students academic emotions. School Psychology</p><p>International, 37(5), 498518. https://doi.org/10.1177/0143034316660147</p><p></p><p>Garzn, J., & Bautista, J. (2018). Virtual algebra tiles: A pedagogical tool to teach and learn</p><p>algebra through geometry. Journal of Computer Assisted Learning, 1</p><p>8. https://doi.org/10.1111/jcal.12296</p><p></p><p>Glser-Zikuda, M., Stuchlkov, I., & Jank, T. (2013). Emotional aspects of learning and teaching:</p><p>Reviewing the field-discussing the issues. Orbis Scholae, 7(2), 7</p><p>22. https://doi.org/10.14712/23363177.2015.18</p><p></p><p>Goetz, T., Keller, M. M., Ldtke, O., Nett, U. E., & Lipnevich, A. A. (2019). The dynamics of</p><p>real-time classroom emotions: Appraisals mediate the relation between students perceptions of</p><p>teaching and their emotions. Journal of Educational Psychology, 1(999), 118.</p><p>https://doi.org/10.1037/edu0000415</p><p></p><p>Goetz, T., Pekrun, R., Hall, N., & Haag, L. (2006). Academic emotions from a social- cognitive</p><p>perspective: Antecedents and domain specificity of students affect in the context of Latin</p><p>instruction. The British Journal of Educational Psychology, 76(2), 289308.</p><p>https://doi.org/10.1348/000709905X42860</p><p></p><p>Gksu, I., zcan, K. V., Cakir, R., & Gktas, Y. (2017). Content analysis of research trends in</p><p>instructional design models: 1999-2014. Journal of Learning Design, 10(2), 85109.</p><p>https://doi.org/10.5204/jld.v10i2.288</p><p></p><p>Govil-Pai, S. (2004). Animation. In Principles of Computer Graphics (pp. 217241).</p><p>https://doi.org/10.1007/0-387-25479-X_9</p><p></p><p>Graesser, A., & McNamara, D. (2010). Self-regulated learning in learning environments with</p><p>pedagogical agents that interact in natural language. Educational Psychologist, 45(4), 234244.</p><p>https://doi.org/10.1080/</p><p>00461520.2010.515933.</p><p></p><p>Greno, N., & Howard, B. (2010). Tangled [Film]. United States: Walt Disney Studios Motion Pictures.</p><p></p><p>Gulz, A., & Haake, M. (2006). Design of animated pedagogical agents A look at their look.</p><p>International Journal of Human-Computer Studies, 64(4), 322339.</p><p>https://doi.org/10.1016/j.ijhcs.2005.08.006</p><p></p><p>Gunes, H., Schuller, B., Pantic, M., & Cowie, R. (2011). Emotion representation, analysis and</p><p>synthesis in continuous space: A survey. IEEE International Conference on Automatic Face and</p><p>Gesture Recognition and Workshops, 827 834. https://doi.org/10.1109/FG.2011.5771357</p><p></p><p>Gustafson, K. L., & Branch, R. M. (2002). What is instructional design ? In R.A. Reiser &</p><p>J.V.Dempsey (Eds.), Trends And Issues in Instructional Design and Technology (pp. 1625).</p><p>Columbus,OH: Merrill/Prentice Hall.</p><p></p><p>Gutirrez, M. A., Vexo, F., & Thalmann, D. (2008). Computer animation. In Stepping Into Virtual</p><p>Reality (pp. 4968). https://doi.org/10.1007/978-1-84800-117-6</p><p></p><p>Haake, M. (2009). Embodied pedagogical agents. From visual impact to pedagogical implications</p><p>((Doctoral thesis, Lund University, Sweeden)). Retrieved from</p><p>https://lucris.lub.lu.se/ws/files/3149322/1389730.pdf</p><p></p><p>Hamdi, M., & Hamtini, T. (2016). Designing an effective e-content development framework for the</p><p>enhancement of learning programming. International Journal of Emerging Technologies in Learning,</p><p>11(4), 131141. https://doi.org/10.3991/ijet.v11i04.5574</p><p></p><p>Handayani, D., Wahab, A., & Yaacob, H. (2015). Recognition of emotions in video clips: The</p><p>self-assessment manikin validation. Telkomnika (Telecommunication Computing Electronics and</p><p>Control), 13(4), 13431351. https://doi.org/10.12928/TELKOMNIKA.v13i4.2735</p><p></p><p>Hascher, T. (2010). Learning and emotion: Perspectives for theory and research.</p><p>European Educational Research Journal, 9(1), 1328. https://doi.org/10.2304/eerj.2010.9.1.13</p><p></p><p>Hasebrook, J. (2016). Cognitive design for learning: Cognition and emotion in the design process.</p><p>International Conference on Cognition and Exploratory Learning in Digital Age, 203209.</p><p>https://doi.org/10.1016/j.genhosppsych.2005.09.001</p><p></p><p>Heritage, S. (2019). The eyes! The eyes! Why does alita: Battle angel look so creepy?</p><p>The Guardian. Retrieved from</p><p>https://www.theguardian.com/film/2019/feb/01/the-eyes-why-does-alita-battle- angel-look-so-creepy</p><p></p><p>Ho, L. H., Sun, H., & Tsai, T. H. (2019). Research on 3D painting in virtual reality to improve</p><p>students motivation of 3D animation learning. Sustainability, 11(6), 1</p><p>17. https://doi.org/10.3390/su11061605</p><p></p><p>Hossain, M. S., & Abu Yousuf, M. (2018). Real time facial expression recognition for nonverbal</p><p>communication. International Arab Journal of Information Technology, 15(2), 278288.</p><p></p><p>Imdad, M., Tew, Y., & Wong, K. S. (2016). Authentication of MP4 file by joint data embedding in</p><p>audio and video tracks. Signal and Information Processing Association Annual Summit and Conference,</p><p>16. https://doi.org/10.1109/APSIPA.2016.7820780</p><p></p><p>Jamaluddin, H., & Zaidatun, T. (2000). Pengenalan kepada multimedia. Venton Publishing.</p><p></p><p>Jia, J., Wu, Z., Zhang, S., Meng, H. M., & Cai, L. (2014). Head and facial gestures synthesis using</p><p>PAD model for an expressive talking avatar. Multimedia Tools and Applications, 73(1), 439461.</p><p>https://doi.org/10.1007/s11042-013-1604-8</p><p></p><p>Johnson, W. L., & Lester, J. C. (2016). Face-to-face interaction with pedagogical agents, twenty</p><p>years later. International Journal of Artificial Intelligence in Education, 26(1), 2536.</p><p>https://doi.org/10.1007/s40593-015-0065-9</p><p></p><p>Kaba, F. (2013). Hyper-realistic characters and the existence of the uncanny valley in animation</p><p>films. International Review of Social Sciences and Humanities, 4(2), 188195. Retrieved from</p><p>https://pdfs.semanticscholar.org/65e2/c0475bdac798cd80c13c5e2e318d0125222 9.pdf</p><p></p><p>Kainz, O., Jakab, F., & Kardos, S. (2013). The computer animation in education.</p><p>International Conference on Emerging ELearning Technologies and Applications, 201206.</p><p>https://doi.org/10.1109/ICETA.2013.6674428</p><p></p><p>Kanaparan, G., Cullen, R., & Mason, D. (2019). Effect of self-efficacy and emotional engagement on</p><p>introductory programming students. Australasian Journal of Information Systems, 23, 121.</p><p>https://doi.org/10.3127/ajis.v23i0.1825</p><p></p><p>Kang, S. H., Feng, A. W., Leuski, A., Casas, D., & Shapiro, A. (2015). The effect of an animated</p><p>virtual character on mobile chat interactions. International Conference on Human-Agent Interaction,</p><p>105112. https://doi.org/10.1145/2814940.2814957</p><p></p><p>Kaspar, K., Wehlitz, T., von Knobelsdorff, S., Wulf, T., & von Saldern, M. A. O. (2015). A matter</p><p>of font type: The effect of serifs on the evaluation of scientific abstracts. International Journal</p><p>of Psychology, 50(5), 372378.</p><p>https://doi.org/10.1002/ijop.12160</p><p></p><p>Ktsyri, J., Mkrinen, M., & Takala, T. (2017). Testing the uncanny valley hypothesis in</p><p>semirealistic computer-animated film characters: An empirical evaluation of natural film stimuli.</p><p>International Journal of Human-Computer Studies, 97(2017), 149161.</p><p></p><p>Khacharem, A., Spanjers, I. A. E., Zoudji, B., Kalyuga, S., & Ripoll, H. (2013). Using segmentation</p><p>to support the learning from animated soccer scenes: An effect of prior knowledge. Psychology of</p><p>Sport and Exercise, 14(2), 154160. https://doi.org/10.1016/j.psychsport.2012.10.006</p><p></p><p>Kim, C. M., & Hodges, C. B. (2012). Effects of an emotion control treatment on academic emotions,</p><p>motivation and achievement in an online mathematics course. Instructional Science, 40(1), 173192.</p><p>https://doi.org/10.1007/s11251-</p><p>011-9165-6</p><p></p><p>Kim, D., & Gilman, D. A. (2008). Effects of text, audio, and graphic aids in multimedia instruction</p><p>for vocabulary learning. Educational Technology and Society, 11(3), 114126.</p><p></p><p>Kim, Y., & Baylor, A. L. (2016). Research-based design of pedagogical agent roles: A review,</p><p>progress, and recommendations. International Journal of Artificial Intelligence in Education,</p><p>26(1), 160169. https://doi.org/10.1007/s40593-015- 0055-y</p><p></p><p>Kim, Y., Baylor, A. L., & Shen, E. (2007). Pedagogical agents as learning companions: the impact of</p><p>agent affect and gender. Journal of Computer Assisted Learning, 23(3), 220234.</p><p></p><p>Kim, Y., & Lim, J. H. (2013). Gendered socialization with an embodied agent: Creating a social and</p><p>affable mathematics learning environment for middle-grade females. Journal of Educational</p><p>Psychology, 105(4), 11641174. https://doi.org/10.1037/a0031027</p><p></p><p>Kim, Y., Thayne, J., & Wei, Q. (2017). An embodied agent helps anxious students in mathematics</p><p>learning. Educational Technology Research and Development, 65(1), 219235.</p><p>https://doi.org/10.1007/s11423-016-9476-z</p><p></p><p>Kim, Y., & Wei, Q. (2011). The impact of learner attributes and learner choice in an agent-based</p><p>environment. Computers and Education. https://doi.org/10.1016/j.compedu.2010.09.016</p><p></p><p>Kim, Y., Wei, Q., Xu, B., & Ko, Y. (2007). Creating social affable learning</p><p>environments. Society for Information Technology and Teacher Education.</p><p></p><p>Koo, G.-Y., Shoffner, S., & Ryu, J. (2017). Use of animated pedagogical agent in sport management</p><p>education: Effect on students situational interest. Sport Management Education Journal, 11(1),</p><p>3444. https://doi.org/10.1123/smej.2016-0012</p><p></p><p>Kramer, A. D. I., Guillory, J. E., & Hancock, J. T. (2014). Experimental evidence of massive-scale</p><p>emotional contagion through social networks. Proceedings of the National Academy of Sciences,</p><p>111(24), 87888790. https://doi.org/10.1073/pnas.1320040111</p><p></p><p>Krmer, N., Kopp, S., Becker-Asano, C., & Sommer, N. (2013). Smile and the world will smile with</p><p>you - The effects of a virtual agents smile on users evaluation and behavior. International</p><p>Journal of Human Computer Studies, 71(3), 335</p><p>349. https://doi.org/10.1016/j.ijhcs.2012.09.006</p><p></p><p>Ku, J., Jang, H. J., Kim, K. U., Kim, J. H., Park, S. H., Lee, J. H., Sun I. Kim.</p><p>(2005). Experimental results of affective valence and arousal to avatars facial expressions.</p><p>CyberPsychology & Behavior, 8(5), 493503. https://doi.org/http://doi.org/10.1089/cpb.2005.8.493</p><p></p><p>Kunz, S. (2015). The problem of realism in animated characters has the uncanny valley been</p><p>crossed? International Conference in Illustration & Animation, 74</p><p>86. Braga, Portugal: IPCA.</p><p></p><p>Kuppens, P. (2008). Individual differences in the relationship between pleasure and arousal.</p><p>Journal of Research in Personality, 42(4), 10531059. https://doi.org/10.1016/j.jrp.2007.10.007</p><p></p><p>Kuppens, P., Tuerlinckx, F., Yik, M., Koval, P., Coosemans, J., Zeng, K. J., & Russell, J. A.</p><p>(2017). The relation between valence and arousal in subjective experience varies with personality</p><p>and culture. Journal of Personality, 85(4), 530542. https://doi.org/10.1111/jopy.12258</p><p></p><p>Kwon, K., Hanrahan, A. R., & Kupzyk, K. A. (2016). Emotional expressivity and emotion regulation:</p><p>Relation to academic functioning among elementary school children. School Psychology Quarterly,</p><p>32(1), 7588. https://doi.org/10.1037/spq0000166</p><p></p><p>Lang, A. (2006). Using the limited capacity model of motivated mediated message processing to</p><p>design effective cancer communication messages. Journal of Communication, 56, 5780.</p><p>https://doi.org/10.1111/j.1460-2466.2006.00283.x</p><p></p><p>Lang, P. J. (2010). Emotion and motivation: Toward consensus definitions and a common research</p><p>purpose. Emotion Review, 2(3), 229233.</p><p>https://doi.org/10.1177/1754073910361984</p><p></p><p>Lang, P. J., Bradley, M. M., & Cuthbert, B. N. (1998). Emotion, motivation, and anxiety: Brain</p><p>mechanisms and psychophysiology. Biological Psychiatry, 44(12), 12481263.</p><p>https://doi.org/10.1016/S0006-3223(98)00275-3</p><p></p><p>Larsen, R. J., & Diener, E. (1992). Promises and problems with the circumplex model of emotion. In</p><p>M. S. Clark (Ed.), The Review of Personality and Social Psychology (pp. 2559). Thousand Oaks, CA,</p><p>US: SAGE Publications, Inc.</p><p></p><p>Laugwitz, B., Held, T., & Schrepp, M. (2008). Construction and evaluation of a user experience</p><p>questionnaire. In Andreas Holzinger (Ed.), Symposium of the Austrian HCI and Usability Engineering</p><p>Group (pp. 6376). https://doi.org/10.1007/978-3-540-89350-9-6</p><p></p><p>Lawson, A. P., Mayer, R. E., Adamo-Villani, N., Benes, B., Lei, X., & Cheng, J. (2021). Do Learners</p><p>Recognize and Relate to the Emotions Displayed By Virtual Instructors? International Journal of</p><p>Artificial Intelligence in Education, 31(1), 134153. https://doi.org/10.1007/s40593-021-00238-2</p><p></p><p>Lay, S., Brace, N., Pike, G., & Pollick, F. (2016). Circling around the uncanny valley: Design</p><p>principles for research into the relation between human likeness and eeriness. I-Perception, 7(6),</p><p>111. https://doi.org/10.1177/2041669516681309</p><p></p><p>Layona, R., Yulianto, B., & Tunardi, Y. (2017). Authoring tool for interactive video content for</p><p>learning programming. Procedia Computer Science, 116, 3744.</p><p>https://doi.org/10.1016/j.procs.2017.10.006</p><p></p><p>Lee, T. T., & Kamisah, O. (2010). Pedagogical agents in interactive multimedia modules: Issues of</p><p>variability. Procedia - Social and Behavioral Sciences, 7, 605612.</p><p>https://doi.org/10.1016/j.sbspro.2010.10.082</p><p></p><p>Lei, H., & Cui, Y. (2016). Effects of academic emotions on achievement among mainland chinese</p><p>students : A meta-analysis. Social Behavior and Personality, 44(9), 15411554.</p><p>https://doi.org/http://dx.doi.org/10.2224/sbp.2016.44.9.1541</p><p></p><p>Lester, J., Towns, S., Callaway, C., Voerman, J., & FitzGerald, P. (2000). Deictic and emotive</p><p>communication in animated pedagogical agents. In J. Cassell, J. Sullivan, S. Prevost, & C.</p><p>Elizabeth (Eds.), Embodied Conversational Agents (pp. 123154). Retrieved from</p><p>http://books.google.com/books?hl=en&lr=&id=tHiKZGh9t7sC&pgis=1</p><p></p><p>Levy, Y., & Ellis, T. J. (2011). A guide for novice researchers on experimental and</p><p>quasi-experimental studies in information systems research. Interdisciplinary Journal of</p><p>Information, Knowledge, and Management, 6, 151160.</p><p>https://doi.org/10.28945/1373</p><p></p><p>Liew, T. W., Tan, S. M., & Chandrika, J. (2013). The effects of peer-like and expert- like</p><p>pedagogical agents on learners agent perceptions, task-related attitudes, and learning</p><p>achievement. Educational Technology and Society, 16(4), 275286.</p><p>https://doi.org/10.1021/acs.langmuir.7b00448</p><p></p><p>Lin, L., Atkinson, R. K., Christopherson, R. M., Joseph, S. S., & Harrison, C. J. (2013). Animated</p><p>agents and learning: Does the type of verbal feedback they provide matter? Computers and Education,</p><p>67, 239249. https://doi.org/10.1016/j.compedu.2013.04.017</p><p></p><p>Linnenbrink-Garcia, L., Patall, E. A., & Pekrun, R. (2016). Adaptive motivation and emotion in</p><p>education: Research and principles for instructional design. Policy Insights from the Behavioral</p><p>and Brain Sciences, 3(2), 228236. https://doi.org/10.1177/2372732216644450</p><p></p><p>Lu, Y., Jaquess, K. J., Hatfield, B. D., Zhou, C., & Li, H. (2017). Valence and arousal of</p><p>emotional stimuli impact cognitive-motor performance in an oddball task.</p><p>Biological Psychology, 125, 105114. https://doi.org/10.1016/j.biopsycho.2017.02.010</p><p></p><p>Luo, J. T., Sun, M., Wu, B., & Gu, X. (2014). Exploring the effectiveness of a flipped classroom</p><p>based on control-value theory : A case study. International Conference on Computers in Education,</p><p>670675.</p><p></p><p>Lysenko, L., Rosenfield, S., Dedic, H., Savard, A., Idan, E., Abrami, P. C., Naffi,</p><p>N. (2016). Using interactive software to teach foundational Mathematical Skills. Journal of</p><p>Information Technology Education: Innovations in Practice, 15(1), 1934.</p><p></p><p>MacDorman, K. F. (2019). In the uncanny valley, transportation predicts narrative enjoyment more</p><p>than empathy, but only for the tragic hero. Computers in Human Behavior, 94, 140153.</p><p>https://doi.org/10.1016/j.chb.2019.01.011</p><p></p><p>MacDorman, K. F., & Chattopadhyay, D. (2016). Reducing consistency in human realism increases the</p><p>uncanny valley effect; increasing category uncertainty does not. Cognition, 146, 190205.</p><p>https://doi.org/10.1016/j.cognition.2015.09.019</p><p></p><p>MacDorman, K. F., Green, R. D., Ho, C. C., & Koch, C. T. (2009). Too real for comfort? Uncanny</p><p>responses to computer generated faces. Computers in Human Behavior, 25(3), 695710.</p><p>https://doi.org/10.1016/j.chb.2008.12.026</p><p></p><p>Manhes, R., Milton Luiz, H., & Carolina, C. C. (2017). Adapting comics to storyboard language.</p><p>European Journal of Arts, 39.</p><p>https://doi.org/10.20534/EJA-17-1-3-9</p><p></p><p>Margoudi, M., Hart, J., Adams, A., & Oliveira, M. (2016). Exploring emotion representation to</p><p>support dialogue in police training on child interviewing. Joint International Conference on</p><p>Serious Games, 7386. https://doi.org/10.1007/978- 3-319-45841-0</p><p></p><p>Marieke, R., Elliot, A. J., & De Dreu, C. K. W. (2014). Why is avoidance motivation problematic,</p><p>and what can be done about it? Current Directions in Psychological Science, 23(2), 133138.</p><p>https://doi.org/https://doi.org/10.1177/0963721414524224</p><p></p><p>Mathur, M. B., & Reichling, D. B. (2016). Navigating a social world with robot partners: A</p><p>quantitative cartography of the Uncanny Valley. Cognition, 146, 22</p><p>32. https://doi.org/10.1016/j.cognition.2015.09.008</p><p></p><p>Mayer, R. E., & Moreno, R. (2002). Animation as an aid to multimedia learning.</p><p>Educational Psychology Review, 14(1), 8799.</p><p></p><p>Mega, C., Ronconi, L., & De Beni, R. (2014). What makes a good student? How emotions,</p><p>self-regulated learning, and motivation contribute to academic achievement. Journal of Educational</p><p>Psychology, 106(1), 121131. https://doi.org/10.1037/a0033546</p><p></p><p>Mehrabian, A. (2017). Communication without words. In C. D. Mortensen (Ed.),</p><p>Communication Theory (2nd ed., pp. 193200). UK: Routledge.</p><p></p><p>Melchiori, K. J., & Mallett, R. K. (2015). Using shrek to teach about stigma. Teaching of</p><p>Psychology, 42(3), 260265. https://doi.org/10.1177/0098628315589502</p><p></p><p>Mohamad Siri, M., Norazah, M. nordin., Ahmad Zamri, M., & Melor, M. Y. (2017).</p><p>The design and development of mobieko: A mobile educational app for microeconomic module. Malaysian</p><p>Journal of Learning and Instructional, 221 255.</p><p></p><p>Mohd Najib, H. (2015). Tahap realistik karakter animasi talking-head dan kesannya terhadap emosi</p><p>dan prestasi pembelajaran. (Unpublished Doctoral Thesis.).</p><p>Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak, Malaysia.</p><p></p><p>Mohd Najib, H., & Ahmad Zamzuri, M. A. (2015). Developing and evaluating of non- realistic</p><p>three-dimensional (3d-Nr) and two-dimensional (2d) talking-head animation courseware. Malaysian</p><p>Online Journal of Educational Technology,</p><p>3(1), 3548. Retrieved from http://files.eric.ed.gov/fulltext/EJ1085949.pdf</p><p></p><p>Mohd Najib, H., Ahmad Zamzuri, M. A., & Anuar, H. (2015). The effects of realism level of</p><p>talking-head animated character on students pronunciation learning.</p><p>International Conference on Science in Information Technology: Big Data Spectrum for Future</p><p>Information Economy, 5862. https://doi.org/10.1109/ICSITech.2015.7407777</p><p></p><p>Mohd Najib, H., Ahmad Zamzuri, M. A., & Anuar, H. (2016). Implikasi animasi talking-head yang</p><p>berbeza tahap realistik terhadap prestasi pembelajaran sebutan perkataan. Malaysian Journal of</p><p>Learning and Instruction, 13(1), 161189.</p><p>Retrieved from http://mjli.uum.edu.my/images/pdf/n13mjli/8implikassi.pdf</p><p></p><p>Molenda, M. (2015). In search of elusive ADDIE model. Performance Improvement, 54(2), 4042.</p><p>https://doi.org/10.1002/pfi</p><p></p><p>Moore, R. K. (2012). A Bayesian explanation of the Uncanny Valley effect and related</p><p>psychological phenomena. Scientific Reports, 2(864), 15. https://doi.org/10.1038/srep00864</p><p></p><p>Moreno, R. (2005). Multimedia learning with animated pedagogical agents. In R. E. Mayer (Ed.), The</p><p>Cambridge handbook of multimedia learning (pp. 507523). New York,NY: Cambridge University Press.</p><p></p><p>Moreno, R., Mayer, R. E., Spires, H. A., & Lester, J. C. (2001). The case for social agency in</p><p>computer-based teaching : Do students learn more deeply when they interact with animal? Cognition</p><p>and Instruction, 19(2), 177213. https://doi.org/10.1207/S1532690XCI1902</p><p></p><p>Moreno, R., Reislein, M., & Ozogul, G. (2010). Using virtual peers to guide visual attention during</p><p>learning: A test of the persona hypothesis. Journal of Media Psychology: Theories, Methods, and</p><p>Applications, 22(2), 5260. https://doi.org/doi:10.1027/1864-1105/a000008</p><p></p><p>Mori, M. (1970). The uncanny valley. Energy, 7(4), 3335.</p><p></p><p>Mori, M. (2012). The uncanny valley (K. F. MacDorman & N. Kageki, Trans.). IEEE Robotics and</p><p>Automation Magazine, 19(2), 98100.</p><p>https://doi.org/http://dx.doi.org/10.1109/MRA. 2012.2192811</p><p></p><p>Morris, J. D. (1995). Observations: SAM: The self-assessment manikin - An efficient cross-cultural</p><p>measurement of emotional response. In Journal of Advertising</p><p>Research (Vol. 35).</p><p></p><p>Muhammad Ihsan, R., Ahmad Zamzuri, M. A., & Mohd Khairulnizam, R. (2020).</p><p>Talking-head, realism level and emotions in learning: A conceptual framework.</p><p>International Journal of Information and Education Technology, 10(8), 585</p><p>589. https://doi.org/10.18178/ijiet.2020.10.8.1428</p><p></p><p>Muoz, K., Noguez, J., Neri, L., Kevitt, P. M., & Lunney, T. (2016). A computational model of</p><p>learners achievement emotions using control-value theory. Educational Technology and Society,</p><p>19(2), 4256.</p><p></p><p>Murdoch, M., Partin, M. R., Vang, D., & Kehle-Forbes, S. M. (2019). The psychological risk of</p><p>minimal risk activities: A pre-and posttest study using the self-assessment manikin. Journal of</p><p>Empirical Research on Human Research Ethics, 14(1), 1522. https://doi.org/10.1177/1556264618810302</p><p></p><p>Noraini, I. (2010a). Instrumentasi. In Noraini Idris (Ed.), Penyelidikan Dalam Pendidikan (pp.</p><p>135162). Malaysia: McGraww-Hill.</p><p></p><p>Noraini, I. (2010b). Pensampelan. In Noraini Idris (Ed.), Penyelidikan Dalam Pendidikan (pp.</p><p>111134). Malaysia: McGraww-Hill.</p><p></p><p>Noraini, I. (2010c). Penyelidikan eksperimen. In Noraini Idris (Ed.), Penyelidikan Dalam Pendidikan</p><p>(pp. 253273). Malaysia: McGraww-Hill.</p><p></p><p>Norfadilah, K., & Shahrunizam, S. (2016). Understanding interface design principles and elements</p><p>guidelines: A content analysis of established scholars. Art and Design International Conference,</p><p>89100. https://doi.org/10.1007/978-981-13- 0487-3_11</p><p></p><p>Norliza, K., & Nur Haryani, Z. (2015). Linear and non-linear navigations of learning content:</p><p>Effects on engagement within web-based instruction. International Journal of Computer Information</p><p>Systems and Industrial Management Applications, 7(1), 2231.</p><p></p><p>Norshahila, I., Wan Fatimah, W. A., & Afza, S. (2015). Multimedia mobile learning application for</p><p>childrens education: The development of MFolktales. Asian Social Science, 11(24), 203215.</p><p>https://doi.org/10.5539/ass.v11n24p203</p><p></p><p>Northoff, G. (2008). Are our emotional feelings relational? A neurophilosophical investigation of</p><p>the James-Lange theory. Phenomenology and the Cognitive Sciences, 7(4), 501527.</p><p>https://doi.org/10.1007/s11097-008-9086-2</p><p></p><p>Noyes, E., Darby, A., & Leupold, C. (2015). Students emotions in academic service-</p><p>learning. Journal of Higher Education Outreach and Engagement, 19(4), 6384.</p><p></p><p>Ochs, M., Niewiadomski, R., & Pelachaud, C. (2015). Facial expressions of emotions for virtual</p><p>characters. In R. Calvo, S. DMello, J. Gratch, & A. Kappas (Eds.), The Oxford Handbook of</p><p>Affective Computing (pp. 261272). https://doi.org/10.1093/oxfordhb/9780199942237.013.028</p><p></p><p>Oddey, A., & White, C. (2009). Modes of spectating. In Modes of Spectating. Bristol, UK: Intellect</p><p>Books.</p><p></p><p>mer Faruk, S., & smail, . (2014). Rapid e-learning development strategies and a multimedia</p><p>project design model. European Journal of Contemporary Education, 7(1), 4653.</p><p></p><p>Pallant, J. (2011). SPSS survival manual. A step by step guide to data analysis using SPSS (4th</p><p>ed.). Allen & Unwin.</p><p></p><p>Paredes, R. K., & Hernandez, A. A. (2017). Measuring the quality of user experience on web</p><p>services: A case of university in the philippines. International Conference on Humanoid,</p><p>Nanotechnology, Information Technology, Communication and Control, Environment and Management, 16.</p><p>https://doi.org/10.1109/HNICEM.2017.8269446</p><p></p><p>Park, S. (2015). The effects of social cue principles on cognitive load, situational interest,</p><p>motivation, and achievement in pedagogical agent multimedia learning. Educational Technology and</p><p>Society, 18(4), 211229. Retrieved from http://www.ifets.info/journals/18_4/17.pdf</p><p></p><p>Parthasarathy, S., & Busso, C. (2017). Jointly predicting arousal, valence and dominance with</p><p>multi-task learning. International Speech Communication, 11031107.</p><p>https://doi.org/10.21437/Interspeech.2017-1494</p><p></p><p>Patel, H., & MacDorman, K. F. (2015). Sending an avatar to do a humans job: Compliance with</p><p>authority persists despite the uncanny valley. Presence: Teleoperators & Virtual Environments,</p><p>24(1), 123. https://doi.org/10.1162/PRES</p><p></p><p>Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and</p><p>implications for educational research and practice. Educational Psychology Review, 18(4), 315341.</p><p>https://doi.org/10.1007/s10648-006-9029-9</p><p></p><p>Pekrun, R., Cusack, A., Murayama, K., Elliot, A. J., & Thomas, K. (2014). The power of anticipated</p><p>feedback: Effects on students achievement goals and achievement emotions. Learning and</p><p>Instruction, 29, 115124.</p><p>https://doi.org/10.1016/j.learninstruc.2013.09.002</p><p></p><p>Pekrun, R., Frenzel, A. C., Goetz, T., & Perry, R. P. (2007). The control-value theory of</p><p>achievement emotions. In P. A. Schutz & R. Pekrun (Eds.), Emotion in Education (pp. 1336).</p><p>https://doi.org/10.1016/B978-012372545-5/50003-4</p><p></p><p>Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in</p><p>students learning and performance: The achievement emotions questionnaire (AEQ). Contemporary</p><p>Educational Psychology, 36(1), 3648. https://doi.org/10.1016/j.cedpsych.2010.10.002</p><p></p><p>Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students</p><p>self-regulated learning and achievement: A program of qualitative and quantitative research.</p><p>Educational Psychologist, 37(2), 91106. https://doi.org/10.1207/S15326985EP3702</p><p></p><p>Pekrun, R., & Linnenbrink-Garcia, L. (2012). Academic emotions and student engagement. In S. L.</p><p>Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of Research on Student Engagement (Vol. 7,</p><p>pp. 259282). https://doi.org/10.1007/978-1-4614-2018-7</p><p></p><p>Pekrun, R., & Stephens, E. J. (2010). Achievement emotions: A control-value approach. Social and</p><p>Personality Psychology Compass, 4(4), 238255. https://doi.org/10.1111/j.1751-9004.2010.00259.x</p><p></p><p>Peng, X., Chen, H., Wang, L., & Wang, H. (2018). Evaluating a 3-D virtual talking head on</p><p>pronunciation learning. International Journal of Human Computer Studies, 109, 2640.</p><p>https://doi.org/10.1016/j.ijhcs.2017.08.001</p><p></p><p>Pishghadam, R., Zabetipour, M., & Aminzadeh, A. (2016). Examining emotions in english language</p><p>learning classes: A case of EFL emotions. Issues in Educational Research, 26(3), 508527.</p><p></p><p>Qiu, J., Seah, H. S., Tian, F., Wu, Z., & Chen, Q. (2005). Feature- and region-based auto painting</p><p>for 2D animation. Visual Computer, 21(11), 928944. https://doi.org/10.1007/s00371-005-0307-1</p><p></p><p>Qu, C., Brinkman, W. P., Ling, Y., Wiggers, P., & Heynderickx, I. (2014).</p><p>Conversations with a virtual human: Synthetic emotions and human responses. Computers in Human</p><p>Behavior, 34, 5868. https://doi.org/10.1016/j.chb.2014.01.033</p><p></p><p>Reeves, B., & Nass, C. (1999). How people treat computers, television, and new media like real</p><p>people and places. In CSLI Publications and Cambridge</p><p>university press (Vol. 24). https://doi.org/10.1300/j105v24n03_14</p><p></p><p>Rodicio, H. G. (2012). Learning from multimedia presentations: The effects of graphical realism and</p><p>voice gender. Electronic Journal of Research in Educational Psychology, 10(2), 885906.</p><p></p><p>Rodriguez, R. (2019). Alita : Battle angel [Film]. United States: 20th Century Fox.</p><p></p><p>Ruhizan, M. Y., & Maizam, A. (2010). Latar belakang penyelidikan. In Noraini Idris (Ed.),</p><p>Penyelidikan Dalam Pendidikan (pp. 115). Malaysia: McGraww-Hill.</p><p></p><p>Ruhland, K., Prasad, M., & Mcdonnell, R. (2017). Data-driven approach to synthesizing facial</p><p>animation using motion capture. IEEE Computer Graphics and Applications, 37(4), 3041.</p><p>https://doi.org/10.1109/MCG.2017.3271467</p><p></p><p>Russell, J. A. (2003). Core Affect and the psychological construction of emotion.</p><p>Psychological Review, 110(1), 145172. https://doi.org/10.1037/0033- 295X.110.1.145</p><p></p><p>Russell, J. A., & Mehrabian, A. (1977). Evidence for a three factor theory of emotions. Journal of</p><p>Research in Personality, 11, 273294. https://doi.org/10.1016/0092-6566(77)90037-X</p><p></p><p>Ryu, J., & Baylor, A. L. (2005). The psychometric structure of pedagogical agent persona.</p><p>Technology Instruction Cognition and Learning, 2(4), 291314.</p><p>https://doi.org/10.1163/9789401209403_010</p><p></p><p>Saidatul Maizura, S., Farah, M. Z., Nabila, A. N. K., Noorizdayantie, S., Zuraidah, A. R., Omar,</p><p>M., Wong, S. L. (2010). The pedagogical agent in online learning : Effects of the degree of</p><p>realism on achievement in terms of gender.</p><p>Contemporary Educational Technology, 1(2), 175185. Retrieved from</p><p>http://dergipark.gov.tr/download/article-file/252129</p><p></p><p>Sajjad, S., Mohsin, S., Riaz, S., & Abdullah, A. H. (2012). Digitizing 2D sketched animated</p><p>character for graphical imagery therapy (GIT) game. International Journal of Information and</p><p>Education Technology, 2(4), 341344. https://doi.org/10.7763/ijiet.2012.v2.147</p><p></p><p>Sakaguchi, H., & Sakakibara, M. (2001). Final fantasy: The spirits within [Film].</p><p>USA, Japan: Columbia Pictures.</p><p></p><p>Sathik, M., & Jonathan, S. G. (2013). Effect of facial expressions on students comprehension</p><p>recognition in virtual educational environments. SpringerPlus,</p><p>2(455), 19. https://doi.org/10.1186/2193-1801-2-455</p><p></p><p>Schindler, S., Zell, E., Botsch, M., & Kissler, J. (2017). Differential effects of face- realism</p><p>and emotion on event-related brain potentials and their implications for the uncanny valley theory.</p><p>Scientific Reports, 7, 113. https://doi.org/10.1038/srep45003</p><p></p><p>Schrepp, M. (2019). User experience questionnaire handbook. In Ueq-Online.Org</p><p>(Version 8). https://doi.org/10.13140/RG.2.1.2815.0245</p><p></p><p>Schrepp, M., Hinderks, A., & Thomaschewski, J. (2017). Construction of a benchmark for the user</p><p>experience questionnaire (UEQ). International Journal of Interactive Multimedia and Artificial</p><p>Intelligence, 4(4), 4044. https://doi.org/10.9781/ijimai.2017.445</p><p></p><p>Schroeder, N. L. (2017). The influence of a pedagogical agent on learners cognitive load.</p><p>Educational Technology and Society, 20(4), 138147. https://doi.org/10.1159/000356448</p><p></p><p>Schroeder, N. L., & Adesope, O. O. (2014). A systematic review of pedagogical agents persona,</p><p>motivation, and cognitive load implications for learners.</p><p>Journal of Research on Technology in Education, 46(3), 229251.</p><p></p><p>Schroeder, N. L., & Adesope, O. O. (2015). Impacts of pedagogical agent gender in an accessible</p><p>learning environment. Educational Technology and Society, 18(4), 401411. Retrieved from</p><p>http://www.ifets.info/journals/18_4/30.pdf</p><p></p><p>Schroeder, N. L., Adesope, O. O., & Gilbert, R. B. (2013). How effective are pedagogical agents for</p><p>learning? A meta-analytic review. Journal of Educational Computing Research, 49(1), 139.</p><p>https://doi.org/10.2190/EC.49.1.a</p><p></p><p>Schroeder, N. L., & Gotch, C. M. (2015). Persisting issues in pedagogical agent research. Journal</p><p>of Educational Computing Research, 53(2), 183204. https://doi.org/10.1177/0735633115597625</p><p></p><p>Schler, A., Pazzaglia, F., & Scheiter, K. (2019). Specifying the boundary conditions of the</p><p>multimedia effect: The influence of content and its distribution between text and pictures. British</p><p>Journal of Psychology, 110(1), 126150. https://doi.org/10.1111/bjop.12341</p><p></p><p>Schwind, V., Leicht, K., Jger, S., Wolf, K., & Henze, N. (2018). Is there an uncanny valley of</p><p>virtual animals? A quantitative and qualitative investigation.</p><p>International Journal of Human Computer Studies, 111, 4961.</p><p>https://doi.org/10.1016/j.ijhcs.2017.11.003</p><p></p><p>Schwind, V., Wolf, K., & Henze, N. (2018). Avoiding the uncanny valley in virtual</p><p>character design. Interactions, 25(5), 4549. https://doi.org/10.1145/3236673</p><p></p><p>Seyama, J., & Nagayama, R. S. (2007). The uncanny valley: Effect of realism on the impression of</p><p>artificial human Faces. Presence: Teleoperators and Virtual Environments, 16(4), 337351.</p><p>https://doi.org/10.1162/pres.16.4.337</p><p></p><p>Shao, K., Pekrun, R., & Nicholson, L. J. (2019). Emotions in classroom language learning: What can</p><p>we learn from achievement emotion research? System, 86, 1</p><p>11. https://doi.org/10.1016/j.system.2019.102121</p><p></p><p>Sheedy, J. E., Subbaram, M. V., Zimmerman, A. B., & Hayes, J. R. (2005). Text legibility and the</p><p>letter superiority effect. Human Factors, 47(4), 797815.</p><p>https://doi.org/10.1518/001872005775570998</p><p></p><p>Shiban, Y., Schelhorn, I., Jobst, V., Hrnlein, A., Puppe, F., Pauli, P., & Mhlberger,</p><p>A. (2015). The appearance effect: Influences of virtual agent features on performance and</p><p>motivation. Computers in Human Behavior, 49, 511. https://doi.org/10.1016/j.chb.2015.01.077</p><p></p><p>Smithies, D., & Weiss, J. (2019). Affective experience, desire, and reasons for action.</p><p>Analytic Philosophy, 60(1), 2754. https://doi.org/10.1111/phib.12144</p><p></p><p>Stanley, S., & Jerome, S. (1960). Cognitive, social, and physiological determinants of emotional</p><p>state. Psychological Review, 69, 379399.</p><p></p><p>Stef, A., Perera, K., Shum, H. P. H., & Ho, E. S. L. (2019). Synthesizing expressive facial and</p><p>speech animation by text-to-IPA translation with emotion control.</p><p>International Conference on Software, Knowledge, Information Management & Applications, 7078.</p><p>https://doi.org/10.1108/17410391111097438</p><p></p><p>Tinwell, A. (2014). The uncanny valley in games and animation. Broken Sound Parkway NW: CRC Press.</p><p></p><p>Tinwell, A., Abdel Nabi, D., & Chalton, J. . (2013). Perception of psychopathy and the uncanny</p><p>valley in virtual characters. Computers in Human Behavior, 29(4), 16171625.</p><p>https://doi.org/http://dx.doi.org/10.1016/j.chb.2013.01.008</p><p></p><p>Tinwell, A., Grimshaw, M., Abdel Nabi, D., & Williams, A. (2011). Facial expression of emotion and</p><p>perception of the uncanny valley in virtual characters. Computers in Human Behavior, 27(2),</p><p>741749. https://doi.org/DOI 10.1016/j.chb.2010.10.018</p><p></p><p>Tinwell, A., & Sloan, R. J. S. (2014). Childrens perception of uncanny human-like virtual</p><p>characters. Computers in Human Behavior, 36, 286296.</p><p>https://doi.org/10.1016/j.chb.2014.03.073</p><p></p><p>Toprak, M., & Cezmi Savas, A. (2013). Effective classroom management and faces: A search for</p><p>relationship. International Journal of Academic Research, 5(3), 218227.</p><p>https://doi.org/10.7813/2075-4124.2013/5-3/b.34</p><p></p><p>Tsai, J. L. (2017). Ideal affect in daily life: Implications for affective experience, health, and</p><p>social behavior. Current Opinion in Psychology, 17, 118128.</p><p>https://doi.org/10.1016/j.physbeh.2017.03.040</p><p></p><p>Tsai, M. J., Wu, A. H., & Chen, Y. (2019). Static and dynamic seductive illustration effects on</p><p>text-and-graphic learning processes, perceptions, and outcomes: Evidence from eye tracking. Applied</p><p>Cognitive Psychology, 33(1), 109123. https://doi.org/10.1002/acp.3514</p><p></p><p>Tu, J. C., & Chiang, Y. H. (2016). The influence of design strategy of peer learning on 3-D</p><p>software learning. Eurasia Journal of Mathematics, Science & Technology Education, 12(5),</p><p>12631271. https://doi.org/10.12973/eurasia.2016.1511a</p><p></p><p>Tze, V. M. C., Daniels, L. M., & Klassen, R. M. (2016). Evaluating the Relationship Between Boredom</p><p>and Academic Outcomes: A Meta-Analysis. Educational Psychology Review, 28(1), 119144.</p><p>https://doi.org/10.1007/s10648-015-9301-y</p><p></p><p>Tze, W. L., Nor Azan, M. Z., & Noraidah, S. (2017). Exploring the affective, motivational and</p><p>cognitive effects of pedagogical agent enthusiasm in a multimedia learning environment.</p><p>Human-Centric Computing and Information Sciences, 7(9), 121.</p><p>https://doi.org/10.1186/s13673-017-0089-2</p><p></p><p>Tze, W. L., Nor Azan, M. Z., Noraidah, S., & Su, M. T. (2016). The effects of a pedagogical agents</p><p>smiling expression on the learners emotions and motivation in a virtual learning environment.</p><p>International Review of Research in Open and Distributed Learning, 17(5), 248266.</p><p>https://doi.org/http://dx.doi.org/10.19173/irrodl.v17i5.2350</p><p></p><p>Um, E., Plass, J. L., Hayward, E. O., & Homer, B. D. (2012). Emotional design in multimedia</p><p>learning. Journal of Educational Psychology, 104(2), 485498. https://doi.org/10.1037/a0026609</p><p></p><p>Unal-Colak, F., & Ozan, O. (2012). The effects of animated agents on students achievement and</p><p>attitudes. Turkish Online Journal of Distance Education, 13(2), 96111. Retrieved from</p><p>https://files.eric.ed.gov/fulltext/EJ983643.pdf</p><p></p><p>Uzun, A. M., & Yldrm, Z. (2018). Exploring the effect of using different levels of emotional</p><p>design features in multimedia science learning. Computers and</p><p>Education, 119(2018), 112128. https://doi.org/10.1016/j.compedu.2018.01.002</p><p></p><p>van der Meij, H., van der Meij, J., & Harmsen, R. (2015). Animated pedagogical agents effects on</p><p>enhancing student motivation and learning in a science inquiry learning environment. Educational</p><p>Technology Research and Development, 63(3), 381403. https://doi.org/10.1007/s11423-015-9378-5</p><p></p><p>Veletsianos, G. (2012). How do learners respond to pedagogical agents that deliver social-oriented</p><p>non-task messages? Impact on student learning, perceptions, and experiences. Computers in Human</p><p>Behavior, 28(1), 275283. https://doi.org/10.1016/j.chb.2011.09.010</p><p></p><p>Vesker, M., Bahn, D., Deg, F., Kauschke, C., & Schwarzer, G. (2018). Perceiving arousal and</p><p>valence in facial expressions: Differences between children and adults. European Journal of</p><p>Developmental Psychology, 15(4), 411425. https://doi.org/10.1080/17405629.2017.1287073</p><p></p><p>Vicneas, M., & Ahmad Zamzuri, M. A. (2020). The effect of valence and arousal on virtual agents</p><p>designs in quiz based multimedia learning environment.</p><p>International Journal of Instruction, 13(4), 903920. https://doi.org/10.29333/iji.2020.13455a</p><p></p><p>Villavicencio, F. T., & Bernardo, A. B. I. (2013). Positive academic emotions moderate the</p><p>relationship between self-regulation and academic achievement. British Journal of Educational</p><p>Psychology, 83(2), 329340. https://doi.org/10.1111/j.2044-8279.2012.02064.x</p><p></p><p>Volante, M., Babu, S. V., Chaturvedi, H., Newsome, N., Ebrahimi, E., Roy, T., Fasolino, T.</p><p>(2016). Effects of virtual human appearance fidelity on emotion contagion in affective</p><p>inter-personal simulations. IEEE Transactions on Visualization and Computer Graphics, 22(4),</p><p>13261335. https://doi.org/10.1109/TVCG.2016.2518158</p><p></p><p>Waltemate, T., Gall, D., Roth, D., Botsch, M., & Latoschik, M. E. (2018). The impact of avatar</p><p>personalization and immersion on virtual body ownership, presence, and emotional response. IEEE</p><p>Transactions on Visualization and Computer Graphics, 24(4), 16431652.</p><p>https://doi.org/10.1109/TVCG.2018.2794629</p><p></p><p>Wang, L., & Soong, F. K. (2015). HMM trajectory-guided sample selection for photo- realistic</p><p>talking head. Multimedia Tools and Applications, 74(22), 98499869.</p><p>https://doi.org/10.1007/s11042-014-2118-8</p><p></p><p>Wang, X. M., Hwang, G. J., Liang, Z. Y., & Wang, H. Y. (2017). Enhancing students computer</p><p>programming performances, critical thinking awareness and attitudes towards programming: An online</p><p>peer-assessment attempt. Educational Technology & Society, 20(4), 5868. Retrieved from</p><p>http://www.jstor.org/stable/26229205</p><p></p><p>Warrenburg, L. A. (2020). Comparing musical and psychological emotion theories.</p><p>Psychomusicology: Music, Mind, and Brain, 30(1), 119. https://doi.org/10.1037/pmu0000247</p><p></p><p>Weisfeld, G. E., & Goetz, S. M. M. (2013). Applying evolutionary thinking to the study of emotion.</p><p>Behavioral Sciences, 3, 388407. https://doi.org/10.3390/bs3030388</p><p></p><p>Wells, P. (2013). Understanding animation. Routledge U.K.</p><p></p><p>Xiao, L. (2013). Animation trends in education. International Journal of Information and Education</p><p>Technology, 3(3), 286289. https://doi.org/10.7763/ijiet.2013.v3.282</p><p></p><p>Xie, L., Sun, N., & Fan, B. (2014). A statistical parametric approach to video-realistic</p><p>text-driven talking avatar. Multimedia Tools and Applications, 73(1), 377396.</p><p>https://doi.org/10.1007/s11042-013-1633-3</p><p></p><p>Yung, H. I., & Paas, F. (2015). Effects of cueing by a pedagogical agent in an instructional</p><p>animation: A cognitive load approach. Educational Technology and Society, 18(3), 153160.</p><p>https://doi.org/10.1192/apt.11.6.398</p><p></p><p>Zeki, C. P. (2009). The importance of non-verbal communication in classroom management. World</p><p>Conference on Educational Sciences, 1, 14431449. https://doi.org/10.1016/j.sbspro.2009.01.254</p><p></p><p>Zhang, P., & Gou, X. (2017). Teaching interaction design on micro video teaching resources.</p><p>International Conference on Economics, Management Engineering and Education Technology, 87,</p><p>10211026. https://doi.org/10.2991/icemeet-</p><p>16.2017.211</p><p></p><p>Zhou, F., Kong, S., Fowlkes, C. C., Chen, T., & Lei, B. (2020). Fine-grained facial expression</p><p>analysis using dimensional emotion model. Neurocomputing, 112.</p><p>https://doi.org/10.1016/j.neucom.2020.01.067</p><p></p><p></p><p></p><p></p><p></p><p></p><p></p><p></p><p></p><p></p> |