Students affective state on different kawaii designs of pedagogical agents and its effect on motivation in learning
<p>While the use of pedagogical agent in education is a growing phenomenon, it is still</p><p>unclear on which particular facial features of a pedagogical agent is effective to be used</p><p>in Virtual Learning Environment (VLE)....
محفوظ في:
| المؤلف الرئيسي: | |
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| التنسيق: | thesis |
| اللغة: | eng |
| منشور في: |
2022
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| الموضوعات: | |
| الوصول للمادة أونلاين: | https://ir.upsi.edu.my/detailsg.php?det=9187 |
| الوسوم: |
إضافة وسم
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| الملخص: | <p>While the use of pedagogical agent in education is a growing phenomenon, it is still</p><p>unclear on which particular facial features of a pedagogical agent is effective to be used</p><p>in Virtual Learning Environment (VLE). If the different kawaii designs of pedagogical</p><p>agents are capable of making a good first visual impression, students will likely be</p><p>enticed with it and stay focused throughout the learning process. Hence, the purpose of</p><p>the research is to determine students affective states on different kawaii designs of</p><p>pedagogical agents and its effect on their motivation in VLE. For that reason, two</p><p>different kawaii designs of pedagogical agents are developed namely kawaii</p><p>pedagogical agent with baby schema and kawaii pedagogical agent without baby</p><p>schema. The research used quasi-experimental design and the data analysed using oneway</p><p>analysis of covariance (ANCOVA) and mediation analysis. Using a multistage</p><p>sampling method, 201 electric engineering students from four polytechnics of Malaysia</p><p>were selected as a sample for the research. The results revealed that kawaii pedagogical</p><p>agent with baby schema scored the highest mean score for affective states followed by</p><p>kawaii pedagogical agent without baby schema. Interestingly, both the different kawaii</p><p>designs of pedagogical agents fall on a higher rate of positive affective states. It has</p><p>been found that kawaii pedagogical agent with baby schema scored the highest mean</p><p>score for students motivation in learning in the VLE followed by kawaii pedagogical</p><p>agent without baby schema. The mediation analysis shows that students affective states</p><p>play a role as mediator in the relationship between the two different kawaii designs of</p><p>pedagogical agent and motivation in learning. As conclusion, this research recommends</p><p>kawaii design as an effective design solution for the development of pedagogical</p><p>agents. Interestingly, kawaii pedagogical agent with baby schema is the most suitable</p><p>agent for VLE followed by kawaii pedagogical agent without baby schema.</p> |
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