Motivational virtual agent in e-learning: the roles of regulatory focus and message framing
| Pages | 37-51 |
| Date | 02 January 2020 |
| DOI | https://doi.org/10.1108/ILS-09-2019-0088 |
| Published date | 02 January 2020 |
| Author | Su-Mae Tan,Tze Wei Liew,Chin Lay Gan |
| Subject Matter | Library & information science,Librarianship/library management,Library & information services |
Motivational virtual agent in
e-learning: the roles of regulatory
focus and message framing
Su-Mae Tan
Faculty of Information Science and Technology, Multimedia University,
Melaka, Malaysia, and
Tze Wei Liew and Chin Lay Gan
Knowledge Management Unit, Faculty of Business, Multimedia University,
Melaka, Malaysia
Abstract
Purpose –The aim of this paper is to examine the effectsof a learner’s regulatory focus orientation and
messageframe of a motivational virtual agent in an e-learningenvironment.
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 persuadelearners to engage with the e-learning content.Statistical analyses assessed the effects of
regulatoryfocus and message frame on agent perception, motivation and cognitiveload.
Findings –The results of this paper did not support the hypothesesthat chronic promotion-focus learners
will benefit more with gain-frameagent than a loss-frame agent, and that chronic prevention-focus learners
will benefit more with loss-frameagent than a gain-frame agent. There were main effects ofmessage 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 learnershad higher motivation toward the e-learningtask than other learners.
Originality/value –Prior studies have examined regulatory focus and message frame with agents
simulating virtualhealth advocates. This paper extended on this by examining these roleswith a persuasive
agent simulatingvirtual tutor in an e-learning environment.
Keywords E-learning, Message framing, Cognitive load
Paper type Research paper
1. Introduction
Embodied virtual agents are animated anthropomorphic characters that are incorporated
into digital environments. Embodied virtual agents can humanize and enrich the human–
computer experiences through facial and emotional expression, vocal speech, body gesture
and text-based dialogue(Cassell et al., 2000).
E-learning refers to the use of digital mediato deliver information intended for acquiring
new knowledge and skills (Clark and Mayer, 2016). E-learning involves the use of
This research has been supported by the Malaysia Ministry of Higher Education through the
Fundamental Research Grant Scheme with Project Code: FRGS/1/2016/SS019/MMU/03/2. The
authors thank Jessecca Tee and Muhammad Mukhtar Bin Mizi for their assistance in setting up
the computer laboratories. The authors also thank the anonymous reviewers for their valuable
comments and suggestions.
Regulatory
focus and
message
framing
37
Received2 September 2019
Revised12 November 2019
Accepted25 November 2019
Informationand Learning
Sciences
Vol.121 No. 1/2, 2020
pp. 37-51
© Emerald Publishing Limited
2398-5348
DOI 10.1108/ILS-09-2019-0088
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