1. Motivational virtual agent in e-learning: the roles of regulatory focus and message framing
- Author
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Tan, Su-Mae, Liew, Tze Wei, and Gan, Chin Lay
- Abstract
Purpose: The aim of this paper is to examine the effects of a learner’s regulatory focus orientation and message frame of a motivational virtual agent in an e-learning environment. Design/methodology/approach: On the basis of quasi-experimental design, university sophomores (n= 210) categorized as chronic promotion-focus, chronic prevention-focus or neutral regulatory focus interacted with either an agent that conveyed gain-frame message or an agent that conveyed loss-frame message to persuade learners to engage with the e-learning content. Statistical analyses assessed the effects of regulatory focus and message frame on agent perception, motivation and cognitive load. Findings: The results of this paper did not support the hypotheses that chronic promotion-focus learners will benefit more with gain-frame agent than a loss-frame agent, and that chronic prevention-focus learners will benefit more with loss-frame agent than a gain-frame agent. There were main effects of message frame (albeit small effects) – the loss-frame agent was perceived to be more engaging, induced higher motivation and prompted higher germane load than the gain-frame agent. With gain-frame agent, chronic promotion-focus learners had higher motivation toward the e-learning task than other learners. Originality/value: Prior studies have examined regulatory focus and message frame with agents simulating virtual health advocates. This paper extended on this by examining these roles with a persuasive agent simulating virtual tutor in an e-learning environment.
- Published
- 2019
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