3D game avatar with different realism level-A conceptual framework of mediating effects on motivation in game-based learning

Kogilathah Segaran

QR Code Link :
Type :	article
Subject :	L Education
Main Author :	Kogilathah Segaran
Additional Authors :	Ahmad Zamzuri Mohamad Ali Tan Wee Hoe
Title :	3D game avatar with different realism level-A conceptual framework of mediating effects on motivation in game-based learning

Place of Production :	Tanjong Malim
Publisher :	Fakulti Seni, Komputeran dan Industri Kreatif
Year of Publication :	2019
Corporate Name :	Universiti Pendidikan Sultan Idris

Abstract : Universiti Pendidikan Sultan Idris

Referring to digital entertainment games, digital game-based learning (DGBL) has been evolved in several ways such as by integrating avatar to assist the students to learn on their own. However, what type of avatar would be preferred by the learners in DGBL? There were dearth studies conducted on how the realism level of an avatar in DGBL would influence the emotions of a learner since emotions experienced during a learning process provide clues to the process of learning. Likewise, there are fewer studies in identifying the relationship between level of realism with different elements of emotions (valence and arousal) and aspect of motivation. Hence, based on theories, principles and literature overview, a conceptual framework was outlined. This framework illustrates the emotion as the potential mediating effects between realism level of an avatar and motivation of a learner in the game.

References

1. Adham, R., Parslow, P., Dimitriadi, Y., & Lundqvist, K. Ø. (2018). The Use of Avatars in Gender Segregated Online Learning Within MOOCs in Saudi Arabia-A Rwaq Case Study. The International Review of Research in Open and Distributed Learning, 19(1).

2. Bailenson, J. N., Swinth, K., Hoyt, C., Persky, S., Dimov, A., & Blascovich, J. (2005). The Independent and Interactive Effects of Embodied-Agent Appearance and Behavior on Self-Report, Cognitive, and Behavioral Markers of Copresence in Immersive Virtual Environments. Presence: Teleoperators and Virtual Environments, 14, 379-393.

3. Bailey, R., Wise, K. & Bolls, P. (2014). How avatar customizability affects children’s arousal and subjective presence during junk food–sponsored online video games. CyberPsychology & Behavior 12(3), 277-283.

4. Baylor, A. L. (2009). Promoting motivation with virtual agents and avatars: Role of visual presence and appearance. Philosophical Transactions of the Royal Society B: Biological Sciences, 364(1535),3559–3565.

5. Bombari, D., Schmid Mast, M., Canadas, E., & Bachmann, M. (2015). Studying social interactions through immersive virtual environment technology: virtues, pitfalls, and future challenges. Frontiers in psychology, 6, 869.

6. Craig, S. D., Gholson, B. & Driscoll, D. M. (2002). Animated Pedagogical Agents in Multimedia Educational Environments: Effects of Agent Properties, Picture Features, and Redundancy. Journal of Educational Psychology, 94(2), 428-434.

7. Dalibard, S., Magnenat-Talmann, N., & Thalmann, D. (2012, May). Anthropomorphism of artificial agents: a comparative survey of expressive design and motion of virtual characters and social robots. In Workshop on Autonomous Social Robots and Virtual Humans at the 25th Annual Conference on Computer Animation and Social Agents (CASA 2012).

8. Doerr, N. (2007). Heavy Rain devs have ‘‘conquered’’ the Uncanny Valley. Joystiq. Retrieved from http://www.joystiq.com/2007/12/18/heavy-rain-devs-have-conqueredtheuncanny-valley/

9. Domagk, S. (2010). Do pedagogical agents facilitate learner motivation and learning outcomes? The role of the appeal of agent’s appearance and voice. Journal of Media Psychology: Theories, Methods and Applications, 22(2), 84-97.

10. Franciosi, S. J. (2011). A Comparison of Computer Game and Language-Learning Task Design Using Flow Theory. CALL-EJ, 12(1), 11-25.

11. Hanson, D., Olney, A., Prilliman, S., Mathews, E., Zielke, M., Hammons, D., Fernandez, R., & Stephanou, H. (2005). Upending the uncanny valley. Proceedings of the 20th national conference on Artificial intelligence, 1728-1729.

12. Hoggins, T. (2010). Heavy Rain video game review. The Telegraph. Retreived from http://www.telegraph.co.uk/technology/video-games/7196822/Heavy-Rain videogame-review.html

13. Huang, H. M., & Liaw, S. S. (2018). An Analysis of Learners’ Intentions Toward Virtual Reality Learning Based on Constructivist and Technology Acceptance Approaches. The International Review of Research in Open and Distributed Learning, 19(1).

14. Inal, Y. & Cagiltay, K. (2006). Avatars as Pedagogical Agents for Digital Game-Based Learning. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2006 (pp. 3440-3443). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

15. Johnson, W.L., Rickel, J.W. & Lester, J.C. (2000). Animated pedagogical agents: Face-toface interaction in interactive learning environments. International Journal of Artificial Intelligence in Education, 11, 47-78.

16. Kapp, K. (2014). The gamification of learning and instruction: game-based methods and strategies for training and education. San Francisco, CA: Pfeiffer

17. Konetes, G.D. (2010). The function of intrinsic and extrinsic motivation in educational virtual games and simulations. Journal of emerging Technologies in web Intelligence, 2 (1), 23-26.

18. Lang, A. (2006). Using the limited capacity model of motivated mediated message processing (LC4MP) to design effective cancer communication messages. Journal of Communication, 56(s1), S57-S80.

19. MacDorman, K. F., Green, R. D., Ho, C.-C., & Koch, C. (2009). Too real for comfort? Uncanny responses to computer generated faces. Computers in Human Behavior. 25, 695–710.

20. MacDorman, K. F. (2006). Subjective ratings of robot video clips for human likeness, familiarity, and eeriness: An exploration of the uncanny valley. Proceedings of the ICCS/CogSci-2006 Long Symposium: Toward Social Mechanisms of Android Science, Vancouver, 26-29.

21. Månsson, K., & Haake, M. (2018, June). Teaching Without Learning: Is It OK With Weak AI?. In International Conference on Artificial Intelligence in Education (pp. 241-245). Springer, Cham.

22. Mert, Y., & Samur, Y. (2018). Students' Opinions Toward Game Elements Used in Gamification Application. Turkish Online Journal of Qualitative Inquiry, 9(2).

23. Mori, M. (1970). Bukimi no tani [the uncanny valley]. Energy, 7, 33–35.

24. Muñoz, K., Lunney, T., Kevitt, P.M., Noguez, J., & Neri, L. (2013) An emotional student model for game-based learning, Technologies for inclusive education: Beyond tradicional integration Approaches, 175-197.

25. Posner,J., Russell, J.A. & Peterson,B. S. (2005). The circumplex model of affect: An integrative approach to affective neuroscience, cognitive development, and psychopathology. Development and Psychopathology , 17 ,715–734.

26. Rankin, Y., Gold, R., & Gooch, B. (2006). 3D role-playing game as language learning tools. Paper presented at the EuroGraphics 2006, Vienna, Austria.

27. Ravaja, N., Turpeinen, M., Saari, T., Puttonen, S., & Keltikangas-Järvinen, L. (2008). The psychophysiology of James Bond: Phasic emotional responses to violent video game events. Emotion, 8(1), 114–120.

28. Rubin, D. C,. & Talerico, J.M. (2009). A comparison of dimensional models of emotion. Memory, 17, 802–808.

29. Russell, J. A. (1980). A circumplex model of affect. Journal of Personality and Social Psychology 39, 1161–1178.

30. Terzidou, T., Tsiatsos, T., Dae, A., Samaras, O., & Chasanidou, A. (2012). Utilizing virtual worlds for game-based learning: Grafica, a 3D educational game in second life. In 2012 IEEE 12th International Conference on Advanced Learning Technologies (pp. 624-628). IEEE.

31. Tinwell, A. (2015). The uncanney valley in games and animation. New York: CRC Press.

32. Tinwell, A. (2013) ‘3D graffiti: Virtuality to the streets’, in Borriello, L. & Ruggiero, C. (eds) Inopinatum: Urban Creativity. Rome: Artigrafiche Bocchia, 119 - 213.

33. Tyng, C. M., Amin, H. U., Saad, M. N., & Malik, A. S. (2017). The influences of emotion on learning and memory. Frontiers in psychology, 8, 1454.

34. Uzun, L., Cetinavci, U.R., Korkmaz, S., Salihoglu, U.M. (2013). Developing and applying a foreign language vocabulary learning and practice game: The effect of VocaWord. Digital Culture Education 5(1), 48–70.

This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials.
You may use the digitized material for private study, scholarship, or research.

Back to previous page