Character appearance in hologram tutors: Unveiling valence and learning enjoyment dynamics

• Published in: Journal of Computer Assisted Learning
• Main Author: Ramlie M.K.; Mohamad Ali A.Z.
• Format: Article
• Language: English
• Published: John Wiley and Sons Inc 2024
• Online Access: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85194370203&doi=10.1111%2fjcal.13014&partnerID=40&md5=e08ac88a2de50d0d7c44991f551dbf87

Background: Effective communication in education employs diverse methods, with hologram technology representing teaching staff. Holograms, using different character realism levels, aim to sustain student interest and motivation. This study explores whether student valence, influenced by hologram tutor character appearance, significantly mediates the relationship between character realism and emotions in student learning. Objectives: The study aimed to determine whether valence acts as a significant mediator in the relationship between the appearance designs of three hologram tutor characters and students' overall enjoyment in learning. Methods: We employed a quasi-experimental design for this study to examine the relationship between hologram tutors and their effectiveness across three different levels of character realism. A total of 90 higher education institute students participated in the research. The data collection process utilised the Self-Assessment Manikin (SAM) and the Achievement Emotion Questionnaire (AEQ) questionnaire sets. Regression analysis, following Baron and Kenny (1986) model, was applied to test and analyse whether students' enjoyment attributed to the hologram tutor's character design acted as a significant mediator. Results: The findings surprisingly revealed no significant mediating effect when employing an appropriate hologram tutor character appearance. There was no statistically significant regression observed in the relationship between hologram tutor appearance and overall learning enjoyment. Notably, the enjoyment mean scores for all character designs were within the positive emotions range. Conclusion: In conclusion, the enjoyment experienced by students due to the hologram tutor's character design does not emerge as a significant mediator in the relationship between the level of realism of the hologram tutor and the emotional responses in student learning. The contributing factors influencing this finding are elaborated upon in the subsequent discussion. Implications: This study brings novel insights to the use of hologram tutor character appearance, aiming to enhance valence and emotional engagement in student learning experiences. The findings contribute to understanding effective strategies for utilising hologram technology in education. © 2024 John Wiley & Sons Ltd.