Indian Journal of Science and Technology

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The emergence of Web 5.0 technologies has made educators to think of pedagogical virtual agents as an effective e-learning tool. Since the success of an e-learning tool relies mainly on the acceptable level of the tool by the e-Learners and their state of emotion while using the tool, it is important to address the e-Learner’s emotional competencies. The present study examined the impact of pedagogical virtual agents, as operationalized by agent’s demographic features, e-Learners’ perceptions on virtual agents and their Kansei experience. 95 university freshmen from a private higher learning institution participated in this research. Consistent with similarity-attraction hypothesis, attraction-realism hypothesis, and Kansei Experience- hypothesis, it was found that: (1) e-Learners assigned higher ratings for pedagogical agents who have many similar demographic features as them, (2) e-Learners reported higher positive emotion ratings for attractive virtual agents, (3) there is a positive and significant relationship between the attractiveness of the pedagogical virtual agent and the realistic appearance of the agent. Some implications of this research are discussed in this paper.

Keywords

Attraction, e-Learners, Kansei Engineering, Pedagogical Virtual Agent, Realism
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