|
UPSI Digital Repository (UDRep)
|
|
| ||||||||||||||||||||||||
| Abstract : Universiti Pendidikan Sultan Idris |
| Virtual learning companions, such as avatars, have shown significant potential in assisting learners?particularly in the Digital Game-Based Learning (DGBL) condition. Since there are many avatar design approaches which can be utilized in DGBL, questions arise on which type of these are most preferred by learners. Mainly, in ensuring that the design promotes positive emotional experience throughout the learning process. This research has specifically explored the realism aspect of avatar design. In particular, we have found that moderate cartoon-like character designs can be more promising in promoting positive emotional experiences among viewers, in comparison to slightly realistic and overly exaggerated avatar designs. |
| References |
Adham, R., Parslow, P., Dimitriadi, Y., & Lundqvist, K. O. (2018). The use of avatars in gender segregated online learning within MOOCs in saudi arabia - A rwaq case study. International Review of Research in Open and Distance Learning, 19(1), 202-220. doi:10.19173/irrodl.v19i1.3139 Alafouzou, A., Lamprinou, D., & Paraskeva, F. (2018). Gamified project based learning environment for motivation improvement. Paper presented at the Proceedings of the European Conference on e-Learning, ECEL, , 2018-November 10-17. Retrieved from www.scopus.com Ashby Plant, E., 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 and Education, 53(2), 209-215. doi:10.1016/j.compedu.2009.01.013 Baid, H., & Lambert, N. (2010). Enjoyable learning: The role of humour, games, and fun activities in nursing and midwifery education. Nurse Education Today, 30(6), 548-552. doi:10.1016/j.nedt.2009.11.007 Bradley, M. M. (2000). Emotion and motivation. Handbook of Psychophysiology, , 602-642. Retrieved from www.scopus.com Bradley, M. M., & Lang, P. J. (1999). Retrieved from www.scopus.com Bradley, M. M., & Lang, P. J. (1994). Measuring emotion: The self-assessment manikin and the semantic differential. Journal of Behavior Therapy and Experimental Psychiatry, 25(1), 49-59. doi:10.1016/0005-7916(94)90063-9 Buffum, P. S., Boyer, K. E., Wiebe, E. N., Mott, B. W., & Lester, J. C. (2015). Mind the gap: Improving gender equity in game-based learning environments with learning companions doi:10.1007/978-3-319-19773-9_7 Retrieved from www.scopus.com Chattopadhyay, D., & MacDorman, K. F. (2016). Familiar faces rendered strange: Why inconsistent realism drives characters into the uncanny valley. Journal of Vision, 16(11) doi:10.1167/16.11.7 Cheetham, M., Wu, L., Pauli, P., & Jancke, L. (2015). Arousal, valence, and the uncanny valley: Psychophysiological and self-report findings. Frontiers in Psychology, 6 doi:10.3389/fpsyg.2015.00981 Conati, C.(2002). Probabilistic assessment of user's emotions in educational games. Applied Artificial Intelligence, 16(7-8), 555-575. doi:10.1080/08839510290030390 Ding, D., Guan, C., & Yu, Y. (2017). Game-based learning in tertiary education: A new learning experience for the generation Z. International Journal of Information and Education Technology, 7(2), 148-152. Retrieved from www.scopus.com Doerr, N.(2007). Retrieved from www.scopus.com Feng, S., Wang, X., Wang, Q., Fang, J., Wu, Y., Yi, L., & Wei, K. (2018). The uncanny valley effect in typically developing children and its absence in children with autism spectrum disorders. PLoS ONE, 13(11) doi:10.1371/journal.pone.0206343 Galentino, A., Bonini, N., & Savadori, L. (2017). Positive arousal increases individuals' preferences for risk. Frontiers in Psychology, 8(DEC) doi:10.3389/fpsyg.2017.02142 Grivokostopoulou, F., Kovas, K., & Perikos, I. (2019). Examining the impact of a gamified entrepreneurship education framework in higher education. Sustainability (Switzerland), 11(20) doi:10.3390/su11205623 Haake, M. (2009). Embodied Pedagogical Agents: From Visual Impact to Pedagogical Implications, Retrieved from www.scopus.com Hanson, D., Olney, A., Prilliman, S., Mathews, E., Zielke, M., Hammons, D., Stephanou, H. (2005). Upending the uncanny valley. Paper presented at the Proceedings of the National Conference on Artificial Intelligence, , 4 1728-1729. Retrieved from www.scopus.com Hoggins, T. (2010). Retrieved from www.scopus.com Huizenga, J., Admiraal, W., Akkerman, S., & Ten Dam, G. (2009). Mobile game-based learning in secondary education: Engagement, motivation and learning in a mobile city game: Original article. Journal of Computer Assisted Learning, 25(4), 332-344. doi:10.1111/j.1365-2729.2009.00316.x Huyen, N. T. T., & Nga, K. T. T. (2003). Retrieved from www.scopus.com Inal, Y., & Cagiltay, K. (2006). Retrieved from www.scopus.com Jaggars, S. S. (2014). Choosing between online and face-to-face courses: Community college student voices. American Journal of Distance Education, 28(1), 27-38. doi:10.1080/08923647.2014.867697 Johnson, W. L., Rickel, J. W., & Lester, J. C. (2000). Animated pedagogical agents: Face-to-face interaction in interactive learning environments. International Journal of Artificial Intelligence in Education, 11(11), 47-78. Retrieved from www.scopus.com Jones, C. M., & Troen, T. (2007). Biometric valence and arousal recognition. Paper presented at the Australasian Computer-Human Interaction Conference, OZCHI'07, 191-194. doi:10.1145/1324892.1324929 Retrieved from www.scopus.com Kaba, F. (2013). Hyper-realistic characters and the existence of the uncanny valley in animation films. International Review of Social Sciences and Humanities, 4(2), 188-195. Retrieved from www.scopus.com Kensinger, E. A., & Corkin, S. (2004). Two routes to emotional memory: Distinct neural processes for valence and arousal. Proceedings of the National Academy of Sciences of the United States of America, 101(9), 3310-3315. doi:10.1073/pnas.0306408101 Kiili, K., Lindstedt, A., & Ninaus, M. (2018). Exploring characteristics of students’ emotions, flow and motivation in a math game competition. Paper presented at the CEUR Workshop Proceedings, , 2186 20-29. Retrieved from www.scopus.com Kirikkaya, E. B., Iseri, S., & Vurkaya, G. (2010). A board game about space and solar system for primary school students. Turkish Online Journal of Educational Technology, 9(2), 1-13. Retrieved from www.scopus.com Liew, T. W., Tan, S. -., & Jayothisa, C. (2013). The effects of peer-like and expert-like pedagogical agents on learners' agent perceptions, task-related attitudes, and learning achievement. Educational Technology and Society, 16(4), 275-286. Retrieved from www.scopus.com Liu, M., & Wang, P. (2010). Study on image design in animation. Asian Soc.Sci, 6, 39. Retrieved from www.scopus.com MacDorman, K. F. (2006). , 26-29. Retrieved from www.scopus.com MacDorman, K. F., Green, R. D., Ho, C. -., & Koch, C. T. (2009). Too real for comfort? uncanny responses to computer generated faces. Computers in Human Behavior, 25(3), 695-710. doi:10.1016/j.chb.2008.12.026 Mohd Najib, H. (2015). Retrieved from www.scopus.com Mori, M., MacDorman, K. F., & Kageki, N. (2012). The uncanny valley. IEEE Robotics and Automation Magazine, 19(2), 98-100. doi:10.1109/MRA.2012.2192811 Nabizadeh Chianeh, G., Vahedi, S., Rostami, M., & Nazari, M. A. (2012). Validity and reliability of self-assessment manikin. Res Psychol Health, 6(2), 52-61. Retrieved from www.scopus.com Novitz, J. (2018). Expansion, excess and the uncanny: Deadly premonition and twin peaks. Arts, 7(3), 49. Retrieved from www.scopus.com Pallant, J. (2001). SPSS Survival Manual, Retrieved from www.scopus.com Pastor-Sanz, L., Vera-Munoz, C., Fico, G., & Arredondo, M. T. (2008). Clinical validation of a wearable system for emotional recognition based on biosignals. Journal of Telemedicine and Telecare, 14(3), 152-154. doi:10.1258/jtt.2008.003017 Pesare, E., Roselli, T., Corriero, N., & Rossano, V. (2016). Game-based learning and gamification to promote engagement and motivation in medical learning contexts. Smart Learning Environments, 3(1) doi:10.1186/s40561-016-0028-0 Peterson, M. (2005). Learning interaction in an avatar-based virtual environment: A preliminary study. PacCALL Journal, 1(1), 29-40. Retrieved from www.scopus.com Potter, R. F., & Bolls, P. D. (2012). Psychophysiological measurement and meaning: Cognitive and emotional processing of media. Psychophysiological measurement and meaning: Cognitive and emotional processing of media (pp. 1-285) doi:10.4324/9780203181027 Retrieved from www.scopus.com Prettyman, D. (2020). The Effects of Gender, the Sex of the Avatar, and Salience of the Sex of the Avatar on Emotional Valence and Arousal, Retrieved from www.scopus.com Purzycki, K. (2019). Book review: The uncanny valley in games and animation. Animation, 14(1), 70-73. Retrieved from www.scopus.com Ratan, R., & Hasler, B. (2011). , 28-29. Retrieved from www.scopus.com 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. doi:10.1037/1528-3542.8.1.114 Rourke, L., Anderson, T., Garrison, D. R., & Archer, W. (1999). Assessing social presence in asynchronous text-based computer conferencing. Journal of Distance Education, 14(2), 51-70. Retrieved from www.scopus.com Schwind, V., & Jager, S. (2016). The uncanny valley and the importance of eye contact. I-Com, 15(1), 93-104. doi:10.1515/icom-2016-0001 Schwind, V., Wolf, K., & Henze, N. (2018). Avoiding the uncanny valley in virtual character design. Interactions, 25(5), 45-49. Retrieved from www.scopus.com Schwind, V., Wolf, K., Henze, N., & Korn, O. (2015). Determining the characteristics of preferred virtual faces using an avatar generator. Paper presented at the CHI PLAY 2015 - Proceedings of the 2015 Annual Symposium on Computer-Human Interaction in Play, 221-230. doi:10.1145/2793107.2793116 Retrieved from www.scopus.com Seyama, J., & Nagayama, R. S. (2007). The uncanny valley: Effect of realism on the impression of artificial human faces. Presence: Teleoperators and Virtual Environments, 16(4), 337-351. doi:10.1162/pres.16.4.337 Stuart Sloan, R. J. (2015). Virtual Character Design for Games and Interactive Media, Retrieved from www.scopus.com Tinedi, V., Yohandri, Y., & Djamas, D. (2018). How games are designed to increase students' motivation in learning physics? A literature review. Paper presented at the IOP Conference Series: Materials Science and Engineering, , 335(1) doi:10.1088/1757-899X/335/1/012065 Retrieved from www.scopus.com Tinwell, A. (2013). , 119-213. Retrieved from www.scopus.com Tinwell, A. (2014). The Uncanny Valley in Games and Animation, Retrieved from www.scopus.com Tsonos, D., & Kouroupetroglou, G. (2008). A methodology for the extraction of reader's emotional state triggered from text typography. Tools in Artificial Intelligence, , 139-154. Retrieved from www.scopus.com Vicneas, M. (2020). Effects of Valence, Arousal and Emotions in Learning Across Different Realism Designs of 2D Virtual Agents, Retrieved from www.scopus.com Vlachopoulos, D., & Makri, A. (2017). The effect of games and simulations on higher education: A systematic literature review. International Journal of Educational Technology in Higher Education, 14(1) doi:10.1186/s41239-017-0062-1 Wichadee, S., & Pattanapichet, F. (2018). Enhancement of performance and motivation through application of digital games in an english language class. Teaching English with Technology, 18(1), 77-92. Retrieved from www.scopus.com Woolf, B. P., Arroyo, I., Muldner, K., Burleson, W., Cooper, D. G., Dolan, R., & Christopherson, R. M. (2010). The effect of motivational learning companions on low achieving students and students with disabilities doi:10.1007/978-3-642-13388-6_37 Retrieved from www.scopus.com Yusoff, Y. M., Ruthven, I., & Landoni, M. (2013). , 28-30. Retrieved from www.scopus.com Zibrek, K., Kokkinara, E., & McDonnell, R. (2018). The effect of realistic appearance of virtual characters in immersive environments - does the character's personality play a role? IEEE Transactions on Visualization and Computer Graphics, 24(4), 1681-1690. doi:10.1109/TVCG.2018.2794638 |
| 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. |