A wide variety of media can be used in learning, including distance learning, such as print, lectures, conference sections, tutors, pictures, video, sound, and computers. Any one instance of distance learning will make choices among these media, perhaps using several.

Multimedia in Learning

/pdf/social-psychology-handbook-of-basic-principles-5cncpuwpen.pdf

Social Psychology: Handbook of Basic Principles

A. Main Factors of Attraction 1. Physical attraction We would like to believe that beauty is only skin deep, and therefore, a trivial determinant of liking. Indeed, when asked what they looked for in a potential date, most people put physical attractiveness at the bottom of their list. Elaine Hatfield randomly matched incoming students at the University of Minnesota for a blind date. The students previously had been given a battery of personality tests. Intelligence, masculinity, femininity, dominance, submission, dependence, independence, sensitivity and sincerity had little effect on liking. The one determinant of whether or not a couple liked each other and actually repeated their date was their physical attractiveness.

http://www.airitifile.com/al/15603822/5358/15603822-200004-x-48-39-46-a.pdf

從人際吸引(interpersonal attraction)的觀點談體育課中師生的互動

Usability factors predicting continuance of intention to use cloud e-learning application.

Avatars are becoming increasingly popular in contemporary marketing strategies, but their effectiveness for achieving performance outcomes (eg, purchase likelihood) varies widely in practice Rel

An Emerging Theory of Avatar Marketing

While prior research has examined the effects of interactive e-commerce avatars that simulate the roles of virtual assistants and recommender agents, there is lack of empirical study that investigates the effects of non-interactive talking avatars in e-commerce. This is unfortunate, as many websites today utilize non-interactive talking avatars that provide one-way dialogue in the forms of greetings, introduction of the company, and description of products and services offered. To bridge this gap, our study aims to investigate the effects of non-interactive talking avatar on perceptions of social presence, credibility, website trust, and patronage intention in an online store. Comparing between the experimental (website with avatar) and control (website without avatar) conditions, the experimental results showed that perceived social presence was significantly enhanced by the presence of the non-interactive talking avatar. Furthermore, the presence of the avatar had positive effects on website trust and patronage intention among male participants; but had negative effects on perceptions of information credibility and website patronage intention among females. Analysis based on participants’ comments suggests that females were more critical towards certain shortcomings of the non-interactive talking avatar; citing limited interactivity and artificial dialogue from text-to-speech engine. Additionally, the comment analysis suggests that females preferred processing textual over auditory information (as spoken by the avatar) about the products in the online store. Theoretical and managerial implications related to non-interactive talking avatars are discussed in this paper.

/pdf/exploring-the-effects-of-a-non-interactive-talking-avatar-on-4e8qe6b0ha.pdf

Exploring the effects of a non-interactive talking avatar on social presence, credibility, trust, and patronage intention in an e-commerce website

The present study examined the impact of peer-like and expert-like agent stereotypes, as operationalized by agent's image and voice, on learners' agent perceptions, task-related attitudes, and learning achievement. 56 university freshmen (23 males and 33 females) interacted with either the peer-like agent (female college student) or the expert-like agent (female college lecturer) in computer-based multimedia lesson on C-Programming. Consistent with similarity-attraction hypothesis, expert hypothesis, and interference hypothesis, it was found that: (1) learners assigned higher ratings on lesson enjoyment with peer-like agent than with expert-like agent, (2) female learners assigned higher trust to the lesson presented by expert-like agent that to the lesson presented by peer-like agent, (3) female learners reported less anxiety in learning task with expert-like agent than with peer- like agent, and (4) learners who were more attracted to virtual agent were more likely to score lower in learning achievement. Additionally, results from this study suggest that gender bias affects learner's perception on virtual agent. Implications are discussed in terms of how stereotypes of expert-like and peer-like agent can be effectively utilized in e-learning environment.

The Effects of Peer-Like and Expert-Like Pedagogical Agents on Learners' Agent Perceptions, Task-Related Attitudes, and Learning Achievement

Introduction In a typical e-learning and computer-based learning environment, learners are confronted with information presented in the format of text, narration, animation, and graphics. Hence, learners engage in the cognitive process known as multimedia learning (Mayer, 2008). The cognitive process of multimedia learning describes an information processing in which learners select relevant visual and verbal materials, organize these visual and verbal mental representations in coherent structures in working memory, and integrate the visual and the verbal mental representations with one another and with prior knowledge (Mayer, 2008). Complementing this process model, the cognitive load theory (CLT) provides a capacity model of multimedia learning (Kalyuga, 2011). The CLT model highlights the inherent limitation of working memory and describes three types of cognitive load: intrinsic, germane, and extraneous. Intrinsic cognitive load is the inherent level of difficulty associated with a specific instructional topic. Germane load defines the amount of mental effort invested by the learner in comprehending the materials, whereas extraneous load describes processing demands of information that are not directly related to the learning task (Kalyuga, 2011). Multimedia learning design has been primarily based on cognitive models such as dual-coding theory and cognitive load theory (Mayer & Moreno, 2003). However, Moreno's (2006) Cognitive-Affective Theory of Learning with Media extended the framework by integrating emotional and motivational factors in multimedia learning design. According to this framework, the process of multimedia learning is mediated by emotional factors that influence learner's willingness to invest mental effort to the learning process (Park et al., 2015). In addition, the framework assumes that multimedia learning process is mediated by learner's metacognition such as cognitive styles and abilities (Moreno & Duran, 2004; Park et al., 2015). Hence, a learner's working memory, motivation (i.e., germane load), and cognitive style is affected by his or her emotional states. Recent studies have attempted to validate the importance of emotional factors in the design of multimedia learning environments. In a seminal work by Um et al. (2012), it was demonstrated that learners who were induced with positive mood outperformed learners who were induced with neutral mood in comprehension and transfer tests. The researchers also showed that positive emotion can be transferred to learners through interface designs, such as anthropomorphism and bright colors. In the attempt to replicate these findings, Plass et al. (2014) tested the effects of color and anthropomorphism on learners' emotion, motivational and cognitive outcomes. It was shown that positive emotional design in multimedia learning environments enhanced positive emotion, motivation, and comprehension. Moreover, positive emotional design in a multimedia interface significantly reduced learners' perception of task difficulty. However, the study failed to replicate the facilitating effect of positive emotional design on transfer scores. Mayer and Estrella (2014) tested the effects of positive emotional design in multimedia learning environments. Mirroring earlier findings (Plass et al., 2014; Um et al., 2012;), results from their experiments showed that positive emotional design via anthropomorphism and appealing colors enhanced retention scores. In an eye tracking experiment, Park et al. (2015) revealed that learners who were induced with positive mood had higher learning outcomes in comprehension and transfer tests and showed longer fixation durations on the relevant information of the multimedia learning environment than learners who were induced with neutral mood. Their findings empirically indicate that emotional state influences cognitive and attentional processing in multimedia learning. Moods in multimedia learning environment There are different constructs when defining "emotion" (Ekkekakis, 2012; Russell, 2003). …

The Effects of Positive and Negative Mood on Cognition and Motivation in Multimedia Learning Environment.

Exploring the effects of specialist versus generalist embodied virtual agents in a multi-product category online store

Imagine walking into a department store to shop for various products. Based on the social heuristics related to expertise, you would likely favor and trust the advice conveyed by a product speciali...

Su-Mae Tan

Papers

Exploring the effects of a non-interactive talking avatar on social presence, credibility, trust, and patronage intention in an e-commerce website

The Effects of Peer-Like and Expert-Like Pedagogical Agents on Learners' Agent Perceptions, Task-Related Attitudes, and Learning Achievement

The Effects of Positive and Negative Mood on Cognition and Motivation in Multimedia Learning Environment.

Exploring the effects of specialist versus generalist embodied virtual agents in a multi-product category online store

Designing Embodied Virtual Agents as Product Specialists in a Multi-Product Category E-Commerce: The Roles of Source Credibility and Social Presence