This study examined the effects of motivational agent (present and absent) and different formats of instructional content (text narrative and animated narrative) on student learning and motivation. The provision of motivational agent was found to significantly interact with the format of instructional content on student performance. The provision of motivational agent affected student performance when reading animated narrative content. However, the provision of motivational agent did not affect student motivation when reading either text or animated narrative contents. The implications of current study extends what we know about the benefits of motivational agent in learning and offers important insights on how to better design or integrate motivational agent in the instructional content to enhance performance and motivation to learn.
|出版狀態||Published - 2012 一月 1|
|事件||20th International Conference on Computers in Education, ICCE 2012 - Singapore, Singapore|
持續時間: 2012 十一月 26 → 2012 十一月 30
|Other||20th International Conference on Computers in Education, ICCE 2012|
|期間||12-11-26 → 12-11-30|
All Science Journal Classification (ASJC) codes
- Computer Science (miscellaneous)