No abstract

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.

Virtual environments and digital games are being increasingly used as educational tools in current education settings. For the past few decades there were tremendous amount of studies involving digital game based learning (DGBL) in many subject matters to identify best design approach to increase its effectiveness. DGBL have been expanded in several ways by referring to digital entertainment games such as in using avatar which would assist the students to revise and learn on their own. Usage of avatars as an educator in the virtual learning environment is increasing as its importance increases where interactivity, learner engagement, cultural factors, communication, embodiment and motivation are crucial design considerations in a virtual learning environment. Nevertheless, question arises as what type of avatar whould 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 researchers stated that emotions practiced throughout a learning method offer clues not solely to the effectiveness of a learning activity however additionally to the method of learning. Likewise, there were scarcity in identifying the relationship between level of realism with different elements of emotions (valence and arousal) and differ ent theories of motivation. Thus, this paper, critically reviews the literature related to usage of avatar in DGBL. This paper also discusses the finding related to motivation and emotion factors in DGBL, relation between realism in avatar and emotion, relation between motivation, emotion and realism of avatar in DGBL.

One of the critical issues pertaining learning English as second language successfully is pronunciation, which consequently contributes to learners' poor communicative power. This situation is moreover crucial among non-native speakers. Therefore, various initiatives have been taken in order to promote effective language learning, which includes 3d talking-head on mobile technology. 3D talking-head appeared to be a sufficient instructional material in supporting language learning, mostly in pronunciation aspects among non-native speakers. On this regard, this paper proposed a conceptual framework for 3D talking-head Mobile Assisted Language Learning (MALL), specifically for pronunciation learning. The framework was developed based on theories, principles and literature overview done. The paper also suggests potential studies to further affirm the framework developed.