Motivational Virtual Agent In E-learning: The Roles Of Regulatory Focus And Message Framing
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.
On the basis of quasi-experimental design, university sophomores (
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.
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.