UPSI Digital Repository (UDRep)
Start | FAQ | About

QR Code Link :

Type :article
Subject :L Education
ISSN :2226-6348
Main Author :Ahmad Nizam Othman
Additional Authors :Kaliyamah Raman
Muhammad Zaffwan Idris
Vicneas Muniady
Title :Students’ satisfaction on the design of kawaii style pedagogical agent in the virtual learning environment
Place of Production :Tanjong Malim
Publisher :Fakulti Seni, Komputeran dan Industri Kreatif
Year of Publication :2021
Corporate Name :Universiti Pendidikan Sultan Idris
PDF Full Text :Login required to access this item.

Abstract : Universiti Pendidikan Sultan Idris
A pedagogical agent is an on–screen virtual character that is used to serve instructional purposes in virtual learning environment (VLE). Of late, research about pedagogical agents has received increasing interest among researchers, but still there is little research on the facial appearance of animated pedagogical agent. Facial design of pedagogical agent is a key method to achieve believability among students. Pedagogical agent with more ideal facial design has greater motivational impact. Notably, a “cute” looking face is very essential as audience identifies with it the most. The term “cute” reminds one of the famous Japanese cultural term which is known as kawaii. Hence, this study aimed to develop kawaii design of pedagogical agent and look at its effect on students’ satisfaction in VLE. Successive Approximation Model (SAM) is the basis for design and development of the pedagogical agents and VLE. A set of Post-Study System Usability Questionnaire (PSSUQ) was used to obtain feedback from students after the completion of learning process with the kawaii design of pedagogical agent in VLE. Overall, it can be concluded that the level of acceptance and satisfaction of students towards the kawaii design of pedagogical agent in VLE is good and positive. Keywords: Cute, Kawaii, Pedagogical Agent, PSSUQ, Usability Study, Virtual Learning Environment

References

Allen, M. (2012). Leaving ADDIE for SAM: An agile model for developing the best learning experiences. Alexandria, VA: ASTD Press. Allen, M. W. (2016). Michael Allen's guide to e-learning: Building interactive, fun, and effective learning programs for any company. John Wiley & Sons.

Allison, A. (2002). The Cultural Politics of Pokemon Capitalism. Media in Transition, (2), 178–200. Retrieved from https://cmsw.mit.edu/mit2/Abstracts/AnneAllison.pdf

Arijaya, I. G. N. P., Pradnyana, I. M. A., Wirawan, I. M. A., Suwendra, I. G. P., Nugraha, I. W., and Suparta, I. N. (2020). Usability testing in tourism object management system in 3rd International Conference on Innovative Research Across Disciplines (ICIRAD 2019), 139-144.

Baylor, A. L. (2011). The design of motivational agents and avatars. Educational Technology Research and Development, 59(2), 291–300. https://doi.org/10.1007/s11423-011-9196-3

Borgi, M., Cogliati-Dezza, I., Brelsford, V., Meints, K., & Cirulli, F. (2014). Baby schema in human and animal faces induces cuteness perception and gaze allocation in children. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2014.00411

Bray, N. (2016). Behavioural neuroscience: on the defensive. Nat. Rev. Neurosci. 17, 463. doi: 10.1038/nrn.2016.88

Carlotto, T., & Jaques, P. A. (2016). The effects of animated pedagogical agents in an English-as-a-foreign-language learning environment. International Journal of Human Computer Studies, 95, 15–26. doi:10.1016/j.ijhcs.2016.06.001

Cheok, A. D., & Fernando, O. N. N. (2012). Kawaii/Cute interactive media. Universal Access in the Information Society, 11(3), 295–309. https://doi.org/10.1007/s10209-011-0249-5

Clarebout, G., & Elen, J. (2007). In search of pedagogical agents’ modality and dialogue effects in open learning environments. E-Journal of Instructional Science and Technology, 10(1).Retrieved from http://eric.ed.gov/?id=EJ846724

Dinçer, S., & Doğanay, A. (2017). The effects of multiple-pedagogical agents on learners’ academic success, motivation, and cognitive load. Computers and Education, 111, 74–100. https://doi.org/10.1016/j.compedu.2017.04.005

Granot, E., Alejandro, T. B., & Russell, L. T. M. (2014). A socio-marketing analysis of the concept of cute and its consumer culture implications. Journal of Consumer Culture, 14(1), 66–87. https://doi.org/10.1177/1469540513485274

Gulz, A. (2005). Social enrichment by virtual characters - Differential benefits. Journal of Computer Assisted Learning, 21(6), 405–418. https://doi.org/10.1111/j.1365-2729.2005.00147.x

Hong, Z.-W., Chen, Y.-L., & Lan, C.-H. (2014). A courseware to script animated pedagogical agents in instructional material for elementary students in English education. Computer Assisted Language Learning, 27(5), 379–394. http://doi.org/10.1080/09588221.2012.733712

Johnson, A. M., Didonato, M. D., & Reisslein, M. (2013). Animated agents in K-12 engineering outreach: Preferred agent characteristics across age levels. Computers in Human Behavior, 29(4), 1807–1815. https://doi.org/10.1016/j.chb.2013.02.023

Jung, H., Kim, Y. R., Lee, H., & Shin, Y. (2019). Advanced instructional design for successive E-learning: Based on the successive approximation model (SAM). International Journal on E-Learning: Corporate, Government, Healthcare, and Higher Education, 18(2), 191–204. Retrieved from https://www.researchgate.net/publication/331829482_Advanced_Instructional_Design_for_Successive_E-Learning_Based_on_the_Successive_Approximation_Model_SAM

Kaliyamah, R., Nizam, A. O., Zaffwan, M. I., & Vicneas, M. (2021). Kawaii-style pedagogical agents designs in virtual learning environment: a research conceptual framework. International Journal of Academic Research in Progressive Education and Development, 10(1), 154–170. doi:10.6007/IJARPED/v10-i1/8489

Keller, J. M. (1987). Development and use of the ARCS model of motivational design. Journal of Instructional Development, 10(1932), 2–10.

Kim, Y., & Wei, Q. (2011). The impact of learner attributes and learner choice in an agent-based environment. Computers & Education, 56(2), 505-514. Retrieved from http://drmokhberi.ir/wp-content/uploads/2013/09/1-s2.0-S0360131510002794-main.pdf Lau, R. W. H., Yen, N. Y., Li, F., & Wah, B. (2014, March). Recent development in multimedia e-learning technologies. World Wide Web. https://doi.org/10.1007/s11280-013-0206-8

Lewis, J. R. (2002). Psychometric evaluation of the PSSUQ using data from five years of usability studies. International Journal of Human-Computer Interaction. 14(3-4), 463–488. doi: 10.1080/10447318.2002.9669130 Liew, T. W.,

Su-Mae, T., & Jayothisa, C. (2013). The effects of peer-like and expert-like pedagogical agents on learners' agent perceptions, task-related attitudes, and learning achievement. Journal of Educational Technology & Society, 16(4), 275. Retrieved from https://pdfs.semanticscholar.org/918f/fcdb3b1d807714b2f0621752b9a14447c193.pdf Liew, T. W., & Tan, S. M. (2016). The effects of positive and negative mood on cognition and motivation in multimedia learning environment. Journal of Educational Technology & Society, 19(2), 104-115. Retrieved from https://www.jstor.org/stable/jeductechsoci.19.2.104

Liew, T. W., Mat Zin, N. A., Sahari, N., & Tan, S. M. (2016). The effects of a pedagogical agent’s smiling expression on the learner’s emotions and motivation in a virtual learning environment. International Review of Research in Open and Distance Learning, 17(5), 248–266. https://doi.org/10.19173/irrodl.v17i5.2350

Liew, T. W., Mat Zin, N. A., & Sahari, N. (2017). Exploring the affective, motivational and cognitive effects of pedagogical agent enthusiasm in a multimedia learning environment. Human-Centric Computing and Information Sciences, 7(1). https://doi.org/10.1186/s13673-017-0089-2

Lobato, R., & Meese, J. (2014). Kittens All the Way Down: Cute in Context. A Journal of Media and Culture, 17(2). Retrieved from https://pdfs.semanticscholar.org/7000/172a7fde9d3d561b9e82566e975c7530ce06.pdf?_ga=2.204961040.1092994524.1578476508-1353836849.1569467420 Macpherson, I., & Jane, B. T. (2018). Softening Power: Cuteness as Organizational Communication Strategy in Japan and the West. Journal of International and Advanced Japanese Studies, 10, 39-55. https://doi.org/10.15068/00151651 Martha, A. S. D., & Santoso, H. B. (2019). The design and impact of the pedagogical agent: A systematic literature review. Journal of Educators Online 16(1). https://doi.org/10.9743/jeo.2019.16.1.8

Miesler, L., Leder, H., & Herrmann, A. (2011). Isn’t it cute: An evolutionary perspective of baby-schema effects in visual product designs. International Journal of Design, 5(3), 17–30. Retrieved from http://ppcms.univie.ac.at/fileadmin/usermounts/lederh7/2011/MieslerLederHerrmann2011.pdf

Nittono, H., Fukushima, M., Yano, A., & Moriya, H. (2012). The Power of Kawaii: Viewing Cute Images Promotes a Careful Behavior and Narrows Attentional Focus. PLoS ONE, 7(9). https://doi.org/10.1371/journal.pone.0046362

Nittono, H. (2016). The two-layer model of ‘kawaii’: A behavioural science framework for understanding kawaii and cuteness. East Asian Journal of Popular Culture, 2(1), 79–95. https://doi.org/10.1386/eapc.2.1.79_1

Nittono, H., & Ihara, N. (2017). Psychophysiological Responses to Kawaii Pictures With or Without Baby Schema. SAGE Open, 7(2). https://doi.org/10.1177/2158244017709321

Park, S. (2018). Virtual Pedagogical Agents for English Language Teaching and Learning. In The TESOL Encyclopedia of English Language Teaching (pp. 1–9). https://doi.org/10.1002/9781118784235.eelt0912

Pellizzoni, L., De Avila e Silva, S., & Falavigna, A. (2020). Multilanguage health record database focused on the active follow-up of patients and adaptable for patient-reported outcomes and clinical research design. International Journal of Medical Informatics. vol.135. doi: 10.1016/j.ijmedinf.2019.104065.

Plant, E. A., Baylor, A. L., Doerr, C. E., & Rosenberg-Kima, R. B. (2009). Changing middle-school students’ attitudes and performance regarding engineering with computer-based social models. Computers & Education, 53(2), 209-215. Retrieved from http://www.rinatrosenbergkima.com/PDF/PlantAll_CAE_2009.pdf

Pokemon GO (Image). (2018). Catch Pokemon in the Real World with Pokemon GO! Retrieved from https://www.pikpng.com/pngvi/iohhimw_picachu-sticker-pokemon-pikachu-clipart/

Saadatzi, M. N., Pennington, R. C., Welch, K. C., Graham, J. H., & Scott, R. E. (2017). The use of an autonomous pedagogical agent and automatic speech recognition for teaching sight words to students with autism spectrum disorder. Journal of Special Education Technology, 32(3), 173-183.

Schroeder, N. L., & Gotch, C. M. (2015). Persisting issues in pedagogical agent research. Journal of Educational Computing Research, 53(2), 183–204. https://doi.org/10.1177/0735633115597625

Sivadass, T., Chareen, S. C., Faiqa, A. N., & Nabilah, N. B. (2018). Conceptual Approach of Developing a Courseware to Educate Schoolchildren in Raising Resilence Towards Flood Disaster. In: Knowledge Management International Conference (KMICe) 2018. Retrieved from https://pdfs.semanticscholar.org/252a/afd3436ec75571ecf32fd81cdf3c66edd009.pdf?_ga=2.242711170.1092994524.1578476508-1353836849.1569467420

Takamatsu, R. (2018). Measuring Affective Responses to Cuteness and Japanese kawaii as a Multidimensional Construct. Current Psychology, 1-13. https://doi.org/10.1007/s12144-018-9836-4

Tassi, P. (2018). Pokemon GO Has Made $1.8 Billion As It Turns Two Years Old. Pokemon GO Has Made $1.8 Billion As It Turns Two Years Old. Retrieved from https://www.forbes.com/sites/insertcoin/2018/07/09/pokemon-go-has-made-1-8-billion-as-it-turns-two-years-old/#65cad52f4655

Terzidou, T., & Tsiatsos, T. (2014). The impact of pedagogical agents in 3D collaborative serious games. In 2014 IEEE Global Engineering Education Conference (EDUCON), (pp. 1175–1182). https://doi.org /10.1109/EDUCON.2014.7130487

Tien, L. T., & Kamisah, O. (2010). Pedagogical agents in interactive multimedia modules: Issues of variability. Procedia - Social and Behavioral Sciences, 7(2), 605–612. http://doi.org/10.1016/j.sbspro.2010.10.082

Van der Meij, H., Van der Meij, J., & Harmsen, R. (2015). Animated pedagogical agents effects on enhancing student motivation and learning in a science inquiry learning environment. Educational Technology Research and Development, 381–403. http://doi.org/10.1007/s11423-015-9378-5

Veletsianos, G. (2010). Contextually relevant pedagogical agents: Visual appearance, stereotypes, and first impressions and their impact on learning. Computers and Education, 55(2), 576–585. https://doi.org/10.1016/j.compedu.2010.02.019

Vicneas, M., Zamzuri, A. M. A., & Kaliyamah, R. (2018). Development and Evaluation of 2D Virtual Agent Multimedia Quiz App. Advanced Journal of Technical and Vocational Education, 2(4), 8–13. https://doi.org/10.26666/rmp.ajtve.2018.4.2

Vicneas, M., & Zamzuri, A. M. A. (2019). Different realism designs of 2d virtual agents and its arousal effect on students’ emotions in learning. International Journal of Engineering and Advanced Technology, 9(1), 5149–5158. doi: 10.35940/ijeat.a1754.109119

Vicneas, M., & Zamzuri, A. M. A. (2020). The effect of valence and arousal on virtual agent’s designs in quiz based multimedia learning environment. International Journal of Instruction,13(4), 903-920. doi: 10.29333/iji.2020.13455a

Walker, S. J. (2009). A quick walk through Uncanny Valley. In A. Oddey & C. White (Eds.), Modes of spectating (pp. 29-40). Bristol: Guntenberg Press. Winkielman, P., McIntosh, D. N., & Oberman, L. (2009). Embodied and disembodied emotion processing: Learning from and about typical and autistic individuals. Emotion Review. https://doi.org/10.1177/1754073908100442

Wong, S. (2017). Yuru-kyara and Mascot Characters: Cute Aesthetics and the Empathic Effect of Kawaii in Japanese Commercials. Retrieved from https://www.researchgate.net/publication/328462785_Yuru-kyara_and_Mascot_Characters_Cute_Aesthetics_and_the_Empathic_Effect_of_Kawaii_in_Japanese_Commercials

Yano, C. R. (2013). Pink globalization: Hello Kitty's trek across the Pacific. Durham, NC: Duke University Press

 

 


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

Installed and configured by Bahagian Automasi, Perpustakaan Tuanku Bainun, Universiti Pendidikan Sultan Idris
If you have enquiries with this repository, kindly contact us at pustakasys@upsi.edu.my or Whatsapp +60163630263 (Office hours only)