With the rapid development of technology, the variety, quality, performance, and social penetration of video games has reached an unprecedented height. The crossborder combination of education and games has received extensive attention from various areas of society, including education, technology, and so forth. Educational games can create an attractive learning environment for students, make learning more interesting, and enable students to learn by doing, thus improving students' high-level abilities. Educational games can make learning more scientific, enjoyable, and more effective. Many scholars and institutions have carried out a lot of research and practice about educational games. Based on the educational games research, this review will answer four questions: What are educational games? What is educational games research currently studying? What are the outcomes and benefits of educational games? What are the research directions of future educational games? K E Y W O R D S

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This study investigated the effects of the changes in the image and voice of instructors in online video courses on online learner's learning achievement, social presence, learning satisfaction, and academic emotion. Two simultaneous online experiments were conducted with 122 college students in the image experiment, where the course videos varied in terms of the instructor's image (original image, face-beautified image, virtual image, and no image), and 93 college students in the voice experiment, where the course videos varied in terms of the instructor's voice (original voice, mutated voice, computer-synthesized voice). The results showed that learners viewing videos without instructor images had better learning achievements and less academic boredom relative to those who viewed videos with instructor images. However, the real instructor images were able to promote learners' learning satisfaction of instructor-student interaction more than no image and virtual image and promote satisfaction of instructor teaching more than virtual image. Meanwhile, learners' evaluation of the real instructor images was better than that of the virtual instructor image, and their evaluation of the face-beautified instructor image was better than the original image. Moreover, learners evaluated real instructor voices better than the computer-synthesized voice. In addition, the linear regression analysis revealed that the evaluations of both instructor's image and voice had a positive relationship with learners' social presence, learning satisfaction, and enjoyment, whereas they had a negative relationship with learner's boredom. And the evaluation of the instructor's image positively predicted student's transfer learning achievement. Thus, we suggested that the way of instructor presence should be well-designed and integrated with the course's instructional design and image and voice processing technology can be applied to assist online video course development.

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