Evaluation of affective embodied agents in an information literacy game. (December 2016)

• Record Type: Journal Article
• Authors: Guo, Yan Ru; Goh, Dion Hoe-Lian
• Is Part Of: Computers & education. Volume 103(2016)
• Page Start: 59
• Page End: 75
• Publication Date: 2016-12
• Subjects: Affective embodied agent -- Digital game-based learning -- Educational games -- Game evaluation -- Information literacy education; Education -- Data processing -- Periodicals; Education -- Periodicals; Computers -- Periodicals; Computer-Assisted Instruction -- Periodicals; Éducation -- Informatique -- Périodiques; Electronic journals; 370.285
• DOI: 10.1016/j.compedu.2016.09.013
• Languages: English
• ISSNs: 0360-1315

Abstract

Abstract: Digital game-based learning (DGBL) has become increasingly popular. With elements such as narratives, rewards, rules, and interactivity, DGBL can actively engage learners, stimulating desired learning outcomes. In an effort to increase its appeal, affective embodied agents (EAs) have been incorporated into DGBL as learning companions or instructors. However, claims about the efficacy of using affective EAs in DGBL have scarcely been subjected to empirical analysis. Therefore, this study aims to investigate the influence of affective EAs on students' learning outcome, motivation, enjoyment, perceived usefulness, and behavioral intention in an information literacy (IL) game. In total, 159 tertiary students were recruited and randomly assigned in a pre-test post-test between-subjects experiment with three conditions: affective-EA, neutral-EA, and no-EA. Results suggested that students benefited from interacting with the affective EA in the IL game, in terms of learning motivation, enjoyment, perceived usefulness and behavioral intention. However, there was no significant difference in learning outcome. Highlights: Experimentally evaluated an information literacy game. Incorporated a librarian image as the affective embodied agent. Used Information Search Process Model to structure the game. Enhanced motivation, enjoyment, perceived usefulness and behavioral intention.