Animasi Agen Pedagogi Talking-head Pelbagai Tahap Realistik Dan Kesannya Terhadap Emosi: Suatu Kerangka Konseptual
Animation of Pedagogical Agent Talking-head with Various Realistic Level and Its Effects on Emotions: A Conceptual Framework
Abstract
Animasi agen pedagogi talking-head mampu menarik perhatian pengguna dan boleh digunakan sebagai agen pedagogi dalam medium pembelajaran digital. Namun, animasi talking-head berpotensi untuk mengakibatkan gangguan emosi dan perasaan tidak selesa terhadap pengguna apabila karakter animasi talking-head direka bentuk terlalu realistik. Perasaan tidak selesa ini dikenali sebagai fenomenon Uncanny Valley dan diperkenalkan Masahiro Mori pada tahun 1970 melalui kajiannya. Oleh itu, kertas kajian ini akan membincangkan serta mencadangkan suatu kerangka konseptual sebagai panduan untuk kajian-kajian berkaitan permasalahan ini. Kertas kajian ini akan membincangkan kepentingan dalam pemilihan karakter animasi dengan tahap realistik yang betul untuk mengelakkan kesan fenomenon Uncanny Valley. Kerangka konseptual ini dibina berdasarkan teori, prinsip dan tinjauan literatur yang dilakukan. Kertas kajian ini juga mencadangkan kajian lanjutan untuk mengukuhkan kerangka konseptual yang dibina.
Kata Kunci: Animasi talking-head, Uncanny-valley, tahap realistik, emosi.
References
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Artino, A. R., Holmboe, E. S., & Durning, S. J. (2012). Control‐value theory: Using achievement emotions to improve understanding of motivation, learning, and performance in medical education: AMEE Guide No. 64. Medical Teacher, 34(3), e148–e160. https://doi.org/10.3109/0142159X.2012.651515
Cakmak, H. K., & Kuhnapfel, U. (2000). Animation and simulation techniques for VR-training systems in endoscopic surgery. Computer Animation and Simulation 2000. Proceedings of the Eurographics Workshop. Eurographics, 173.
Chan, C. K. Y. (2015). Use of animation in engaging teachers and students in assessment in Hong Kong higher education. Innovations in Education and Teaching International, 52(5), 474–484. https://doi.org/10.1080/14703297.2013.847795
Domagk, S. (2010). Do pedagogical agents facilitate learner motivation and learning outcomes? Journal of Media Psychology, 22(2), 82–95. https://doi.org/10.1027/1864-1105/a000011
Johnson, W. L., & Lester, J. C. (2016). Face-to-face interaction with pedagogical agents, twenty years later. International Journal of Artificial Intelligence in Education, 26(1), 25–36. https://doi.org/10.1007/s40593-015-0065-9
Kaba, F. (2013). Hyper-realistic characters and the existence of the uncanny valley in animation films. International Review of Social Sciences and Humanities, 4(2), 188–195. https://pdfs.semanticscholar.org/65e2/c0475bdac798cd80c13c5e2e318d01252229.pdf
Kainz, O., Jakab, F., & Kardos, S. (2013). The computer animation in education. International Conference on Emerging ELearning Technologies and Applications, 201–206. https://doi.org/10.1109/ICETA.2013.6674428
Kim, Y., Thayne, J., & Wei, Q. (2017). An embodied agent helps anxious students in mathematics learning. Educational Technology Research and Development, 65(1), 219–235. https://doi.org/10.1007/s11423-016-9476-z
Kunz, S. (2015). The problem of realism in animated characters – has the uncanny valley been crossed? International Conference in Illustration & Animation, 74–86.
Lay, S., Brace, N., Pike, G., & Pollick, F. (2016). Circling around the uncanny valley: Design principles for research into the relation between human likeness and eeriness. I-Perception, 7(6), 1–11. https://doi.org/10.1177/2041669516681309
Lei, H., & Cui, Y. (2016). Effects of academic emotions on achievement among mainland chinese students : A meta-analysis. Social Behavior and Personality, 44(9), 1541–1554. https://doi.org/http://dx.doi.org/10.2224/sbp.2016.44.9.1541
Liew, T. W., Tan, S. M., & Kew, S. N. (2022). Can an angry pedagogical agent enhance mental effort and learning performance in a multimedia learning environment? Information and Learning Science, 123(9–10), 555–576. https://doi.org/10.1108/ILS-09-2021-0079
Lin, L., Ginns, P., Wang, T., & Zhang, P. (2020). Using a pedagogical agent to deliver conversational style instruction: What benefits can you obtain? Computers and Education, 143. https://doi.org/10.1016/j.compedu.2019.103658
Liu, C., Chen, H., Zhou, F., Chiang, C. H., Chen, Y. L., Wu, K., Huang, D. H., Liu, C. Y., & Chiou, W. K. (2022). Effects of animated pedagogical agent-guided loving-kindness meditation on flight attendants’ spirituality, mindfulness, subjective wellbeing, and social presence. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.894220
Lu, Y., Chai, J., & Cao, X. (2021). Live speech portraits: Real-time photorealistic talking-head animation. ACM Transactions on Graphics, 40(6). https://doi.org/10.1145/3478513.3480484
MacDorman, K. F., & Chattopadhyay, D. (2016). Reducing consistency in human realism increases the uncanny valley effect; increasing category uncertainty does not. Cognition, 146, 190–205. https://doi.org/10.1016/j.cognition.2015.09.019
MacDorman, K. F., Green, R. D., Ho, C. C., & Koch, C. T. (2009). Too real for comfort? Uncanny responses to computer generated faces. Computers in Human Behavior, 25(3), 695–710. https://doi.org/10.1016/j.chb.2008.12.026
Mega, C., Ronconi, L., & De Beni, R. (2014). What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. Journal of Educational Psychology, 106(1), 121–131. https://doi.org/10.1037/a0033546
Mohammadhasani, N., Fardanesh, H., Hatami, J., Mozayani, N., & Fabio, R. A. (2018). The pedagogical agent enhances mathematics learning in ADHD students. Education and Information Technologies, 23(6), 2299–2308. https://doi.org/10.1007/s10639-018-9710-x
Mori, M. (2012). The uncanny valley (K. F. MacDorman & N. Kageki, Trans.). IEEE Robotics and Automation Magazine, 19(2), 98–100. https://doi.org/http://dx.doi.org/10.1109/MRA. 2012.2192811
Muñoz, K., Noguez, J., Neri, L., Kevitt, P. M., & Lunney, T. (2016). A computational model of learners achievement emotions using control-value theory. Educational Technology and Society, 19(2), 42–56.
Ostermann, J., Chen, L. S., & Huang, T. S. (1998). Animated talking head with personalized 3D head model. Journal of VLSI Signal Processing, 20(1), 97–105. https://doi.org/10.1023/A:1008070323952
Patel, H., & MacDorman, K. F. (2015). Sending an avatar to do a human’s job: Compliance with authority persists despite the uncanny valley. Presence: Teleoperators & Virtual Environments, 24(1), 1–23. https://doi.org/10.1162/PRES
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315–341. https://doi.org/10.1007/s10648-006-9029-9
Pekrun, R., Frenzel, A. C., Goetz, T., & Perry, R. P. (2007). The control-value theory of achievement emotions. In P. A. Schutz & R. Pekrun (Eds.), Emotion in Education (pp. 13–36). Elsevier. https://doi.org/10.1016/B978-012372545-5/50003-4
Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The achievement emotions questionnaire (AEQ). Contemporary Educational Psychology, 36(1), 36–48. https://doi.org/10.1016/j.cedpsych.2010.10.002
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91–106. https://doi.org/10.1207/S15326985EP3702
Pekrun, R., & Linnenbrink-Garcia, L. (2012). Academic emotions and student engagement. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of Research on Student Engagement (Vol. 7, Issue 2, pp. 259–282). Springer New York. https://doi.org/10.1007/978-1-4614-2018-7
Peng, X., Chen, H., Wang, L., Tian, F., & Wang, H. (2020). Talking head-based L2 pronunciation training: Impact on achievement emotions, cognitive load, and their relationships with learning performance. International Journal of Human-Computer Interaction, 36(16), 1487–1502. https://doi.org/10.1080/10447318.2020.1752476
Peng, X., Chen, H., Wang, L., & Wang, H. (2018). Evaluating a 3-D virtual talking head on pronunciation learning. International Journal of Human Computer Studies, 109, 26–40. https://doi.org/10.1016/j.ijhcs.2017.08.001
Plass, J. L., & Kalyuga, S. (2019). Four ways of considering emotion in cognitive load theory. In Educational Psychology Review (Vol. 31, Issue 2, pp. 339–359). Springer New York LLC. https://doi.org/10.1007/s10648-019-09473-5
Saidatul Maizura, S., Farah, M. Z., Nabila, A. N. K., Noorizdayantie, S., Zuraidah, A. R., Omar, M., Hanafi, A., Fong, S. F., & Wong, S. L. (2010). The pedagogical agent in online learning : Effects of the degree of realism on achievement in terms of gender. Contemporary Educational Technology, 1(2), 175–185. http://dergipark.gov.tr/download/article-file/252129
Schroeder, N. L. (2017). The influence of a pedagogical agent on learners’ cognitive load. Educational Technology and Society, 20(4), 138–147. https://doi.org/10.1159/000356448
Schroeder, N. L., Adesope, O. O., & Gilbert, R. B. (2013). How effective are pedagogical agents for learning? A meta-analytic review. Journal of Educational Computing Research, 49(1), 1–39. https://doi.org/10.2190/EC.49.1.a
Schroeder, N. L., & Gotch, C. M. (2015). Persisting issues in pedagogical agent research. Journal of Educational Computing Research, 53(2), 183–204. https://doi.org/10.1177/0735633115597625
Shiban, Y., Schelhorn, I., Jobst, V., Hörnlein, A., Puppe, F., Pauli, P., & Mühlberger, A. (2015). The appearance effect: Influences of virtual agent features on performance and motivation. Computers in Human Behavior, 49, 5–11. https://doi.org/10.1016/j.chb.2015.01.077
Tinwell, A., & Sloan, R. J. S. (2014). Children’s perception of uncanny human-like virtual characters. Computers in Human Behavior, 36, 286–296. https://doi.org/10.1016/j.chb.2014.03.073
Tu, J. C., & Chiang, Y. H. (2016). The influence of design strategy of peer learning on 3-D software learning. Eurasia Journal of Mathematics, Science & Technology Education, 12(5), 1263–1271. https://doi.org/10.12973/eurasia.2016.1511a
Tze, W. L., Nor Azan, M. Z., & Noraidah, S. (2017). Exploring the affective, motivational and cognitive effects of pedagogical agent enthusiasm in a multimedia learning environment. Human-Centric Computing and Information Sciences, 7(9), 1–21. https://doi.org/10.1186/s13673-017-0089-2
Um, E., Plass, J. L., Hayward, E. O., & Homer, B. D. (2012). Emotional design in multimedia learning. Journal of Educational Psychology, 104(2), 485–498. https://doi.org/10.1037/a0026609
Unal-Colak, F., & Ozan, O. (2012). The effects of animated agents on students’ achievement and attitudes. Turkish Online Journal of Distance Education, 13(2), 96–111. https://files.eric.ed.gov/fulltext/EJ983643.pdf
van der Meij, H., van der Meij, J., & Harmsen, R. (2015). Animated pedagogical agents effects on enhancing student motivation and learning in a science inquiry learning environment. Educational Technology Research and Development, 63(3), 381–403. https://doi.org/10.1007/s11423-015-9378-5
Villavicencio, F. T., & Bernardo, A. B. I. (2013). Positive academic emotions moderate the relationship between self-regulation and academic achievement. British Journal of Educational Psychology, 83(2), 329–340. https://doi.org/10.1111/j.2044-8279.2012.02064.x
Wang, L., & Soong, F. K. (2015). HMM trajectory-guided sample selection for photo-realistic talking head. Multimedia Tools and Applications, 74(22), 9849–9869. https://doi.org/10.1007/s11042-014-2118-8
Wang, Y., Feng, X., Guo, J., Gong, S., Wu, Y., & Wang, J. (2022). Benefits of Affective Pedagogical Agents in Multimedia Instruction. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.797236
Xie, L., Sun, N., & Fan, B. (2014). A statistical parametric approach to video-realistic text-driven talking avatar. Multimedia Tools and Applications, 73(1), 377–396. https://doi.org/10.1007/s11042-013-1633-3
Yung, H. I., & Paas, F. (2015). Effects of cueing by a pedagogical agent in an instructional animation: A cognitive load approach. Educational Technology and Society, 18(3), 153–160. https://doi.org/10.1192/apt.11.6.398
Artino, A. R., Holmboe, E. S., & Durning, S. J. (2012). Control‐value theory: Using achievement emotions to improve understanding of motivation, learning, and performance in medical education: AMEE Guide No. 64. Medical Teacher, 34(3), e148–e160. https://doi.org/10.3109/0142159X.2012.651515
Cakmak, H. K., & Kuhnapfel, U. (2000). Animation and simulation techniques for VR-training systems in endoscopic surgery. Computer Animation and Simulation 2000. Proceedings of the Eurographics Workshop. Eurographics, 173.
Chan, C. K. Y. (2015). Use of animation in engaging teachers and students in assessment in Hong Kong higher education. Innovations in Education and Teaching International, 52(5), 474–484. https://doi.org/10.1080/14703297.2013.847795
Domagk, S. (2010). Do pedagogical agents facilitate learner motivation and learning outcomes? Journal of Media Psychology, 22(2), 82–95. https://doi.org/10.1027/1864-1105/a000011
Johnson, W. L., & Lester, J. C. (2016). Face-to-face interaction with pedagogical agents, twenty years later. International Journal of Artificial Intelligence in Education, 26(1), 25–36. https://doi.org/10.1007/s40593-015-0065-9
Kaba, F. (2013). Hyper-realistic characters and the existence of the uncanny valley in animation films. International Review of Social Sciences and Humanities, 4(2), 188–195. https://pdfs.semanticscholar.org/65e2/c0475bdac798cd80c13c5e2e318d01252229.pdf
Kainz, O., Jakab, F., & Kardos, S. (2013). The computer animation in education. International Conference on Emerging ELearning Technologies and Applications, 201–206. https://doi.org/10.1109/ICETA.2013.6674428
Kim, Y., Thayne, J., & Wei, Q. (2017). An embodied agent helps anxious students in mathematics learning. Educational Technology Research and Development, 65(1), 219–235. https://doi.org/10.1007/s11423-016-9476-z
Kunz, S. (2015). The problem of realism in animated characters – has the uncanny valley been crossed? International Conference in Illustration & Animation, 74–86.
Lay, S., Brace, N., Pike, G., & Pollick, F. (2016). Circling around the uncanny valley: Design principles for research into the relation between human likeness and eeriness. I-Perception, 7(6), 1–11. https://doi.org/10.1177/2041669516681309
Lei, H., & Cui, Y. (2016). Effects of academic emotions on achievement among mainland chinese students : A meta-analysis. Social Behavior and Personality, 44(9), 1541–1554. https://doi.org/http://dx.doi.org/10.2224/sbp.2016.44.9.1541
Liew, T. W., Tan, S. M., & Kew, S. N. (2022). Can an angry pedagogical agent enhance mental effort and learning performance in a multimedia learning environment? Information and Learning Science, 123(9–10), 555–576. https://doi.org/10.1108/ILS-09-2021-0079
Lin, L., Ginns, P., Wang, T., & Zhang, P. (2020). Using a pedagogical agent to deliver conversational style instruction: What benefits can you obtain? Computers and Education, 143. https://doi.org/10.1016/j.compedu.2019.103658
Liu, C., Chen, H., Zhou, F., Chiang, C. H., Chen, Y. L., Wu, K., Huang, D. H., Liu, C. Y., & Chiou, W. K. (2022). Effects of animated pedagogical agent-guided loving-kindness meditation on flight attendants’ spirituality, mindfulness, subjective wellbeing, and social presence. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.894220
Lu, Y., Chai, J., & Cao, X. (2021). Live speech portraits: Real-time photorealistic talking-head animation. ACM Transactions on Graphics, 40(6). https://doi.org/10.1145/3478513.3480484
MacDorman, K. F., & Chattopadhyay, D. (2016). Reducing consistency in human realism increases the uncanny valley effect; increasing category uncertainty does not. Cognition, 146, 190–205. https://doi.org/10.1016/j.cognition.2015.09.019
MacDorman, K. F., Green, R. D., Ho, C. C., & Koch, C. T. (2009). Too real for comfort? Uncanny responses to computer generated faces. Computers in Human Behavior, 25(3), 695–710. https://doi.org/10.1016/j.chb.2008.12.026
Mega, C., Ronconi, L., & De Beni, R. (2014). What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. Journal of Educational Psychology, 106(1), 121–131. https://doi.org/10.1037/a0033546
Mohammadhasani, N., Fardanesh, H., Hatami, J., Mozayani, N., & Fabio, R. A. (2018). The pedagogical agent enhances mathematics learning in ADHD students. Education and Information Technologies, 23(6), 2299–2308. https://doi.org/10.1007/s10639-018-9710-x
Mori, M. (2012). The uncanny valley (K. F. MacDorman & N. Kageki, Trans.). IEEE Robotics and Automation Magazine, 19(2), 98–100. https://doi.org/http://dx.doi.org/10.1109/MRA. 2012.2192811
Muñoz, K., Noguez, J., Neri, L., Kevitt, P. M., & Lunney, T. (2016). A computational model of learners achievement emotions using control-value theory. Educational Technology and Society, 19(2), 42–56.
Ostermann, J., Chen, L. S., & Huang, T. S. (1998). Animated talking head with personalized 3D head model. Journal of VLSI Signal Processing, 20(1), 97–105. https://doi.org/10.1023/A:1008070323952
Patel, H., & MacDorman, K. F. (2015). Sending an avatar to do a human’s job: Compliance with authority persists despite the uncanny valley. Presence: Teleoperators & Virtual Environments, 24(1), 1–23. https://doi.org/10.1162/PRES
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315–341. https://doi.org/10.1007/s10648-006-9029-9
Pekrun, R., Frenzel, A. C., Goetz, T., & Perry, R. P. (2007). The control-value theory of achievement emotions. In P. A. Schutz & R. Pekrun (Eds.), Emotion in Education (pp. 13–36). Elsevier. https://doi.org/10.1016/B978-012372545-5/50003-4
Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The achievement emotions questionnaire (AEQ). Contemporary Educational Psychology, 36(1), 36–48. https://doi.org/10.1016/j.cedpsych.2010.10.002
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91–106. https://doi.org/10.1207/S15326985EP3702
Pekrun, R., & Linnenbrink-Garcia, L. (2012). Academic emotions and student engagement. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of Research on Student Engagement (Vol. 7, Issue 2, pp. 259–282). Springer New York. https://doi.org/10.1007/978-1-4614-2018-7
Peng, X., Chen, H., Wang, L., Tian, F., & Wang, H. (2020). Talking head-based L2 pronunciation training: Impact on achievement emotions, cognitive load, and their relationships with learning performance. International Journal of Human-Computer Interaction, 36(16), 1487–1502. https://doi.org/10.1080/10447318.2020.1752476
Peng, X., Chen, H., Wang, L., & Wang, H. (2018). Evaluating a 3-D virtual talking head on pronunciation learning. International Journal of Human Computer Studies, 109, 26–40. https://doi.org/10.1016/j.ijhcs.2017.08.001
Plass, J. L., & Kalyuga, S. (2019). Four ways of considering emotion in cognitive load theory. In Educational Psychology Review (Vol. 31, Issue 2, pp. 339–359). Springer New York LLC. https://doi.org/10.1007/s10648-019-09473-5
Saidatul Maizura, S., Farah, M. Z., Nabila, A. N. K., Noorizdayantie, S., Zuraidah, A. R., Omar, M., Hanafi, A., Fong, S. F., & Wong, S. L. (2010). The pedagogical agent in online learning : Effects of the degree of realism on achievement in terms of gender. Contemporary Educational Technology, 1(2), 175–185. http://dergipark.gov.tr/download/article-file/252129
Schroeder, N. L. (2017). The influence of a pedagogical agent on learners’ cognitive load. Educational Technology and Society, 20(4), 138–147. https://doi.org/10.1159/000356448
Schroeder, N. L., Adesope, O. O., & Gilbert, R. B. (2013). How effective are pedagogical agents for learning? A meta-analytic review. Journal of Educational Computing Research, 49(1), 1–39. https://doi.org/10.2190/EC.49.1.a
Schroeder, N. L., & Gotch, C. M. (2015). Persisting issues in pedagogical agent research. Journal of Educational Computing Research, 53(2), 183–204. https://doi.org/10.1177/0735633115597625
Shiban, Y., Schelhorn, I., Jobst, V., Hörnlein, A., Puppe, F., Pauli, P., & Mühlberger, A. (2015). The appearance effect: Influences of virtual agent features on performance and motivation. Computers in Human Behavior, 49, 5–11. https://doi.org/10.1016/j.chb.2015.01.077
Tinwell, A., & Sloan, R. J. S. (2014). Children’s perception of uncanny human-like virtual characters. Computers in Human Behavior, 36, 286–296. https://doi.org/10.1016/j.chb.2014.03.073
Tu, J. C., & Chiang, Y. H. (2016). The influence of design strategy of peer learning on 3-D software learning. Eurasia Journal of Mathematics, Science & Technology Education, 12(5), 1263–1271. https://doi.org/10.12973/eurasia.2016.1511a
Tze, W. L., Nor Azan, M. Z., & Noraidah, S. (2017). Exploring the affective, motivational and cognitive effects of pedagogical agent enthusiasm in a multimedia learning environment. Human-Centric Computing and Information Sciences, 7(9), 1–21. https://doi.org/10.1186/s13673-017-0089-2
Um, E., Plass, J. L., Hayward, E. O., & Homer, B. D. (2012). Emotional design in multimedia learning. Journal of Educational Psychology, 104(2), 485–498. https://doi.org/10.1037/a0026609
Unal-Colak, F., & Ozan, O. (2012). The effects of animated agents on students’ achievement and attitudes. Turkish Online Journal of Distance Education, 13(2), 96–111. https://files.eric.ed.gov/fulltext/EJ983643.pdf
van der Meij, H., van der Meij, J., & Harmsen, R. (2015). Animated pedagogical agents effects on enhancing student motivation and learning in a science inquiry learning environment. Educational Technology Research and Development, 63(3), 381–403. https://doi.org/10.1007/s11423-015-9378-5
Villavicencio, F. T., & Bernardo, A. B. I. (2013). Positive academic emotions moderate the relationship between self-regulation and academic achievement. British Journal of Educational Psychology, 83(2), 329–340. https://doi.org/10.1111/j.2044-8279.2012.02064.x
Wang, L., & Soong, F. K. (2015). HMM trajectory-guided sample selection for photo-realistic talking head. Multimedia Tools and Applications, 74(22), 9849–9869. https://doi.org/10.1007/s11042-014-2118-8
Wang, Y., Feng, X., Guo, J., Gong, S., Wu, Y., & Wang, J. (2022). Benefits of Affective Pedagogical Agents in Multimedia Instruction. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.797236
Xie, L., Sun, N., & Fan, B. (2014). A statistical parametric approach to video-realistic text-driven talking avatar. Multimedia Tools and Applications, 73(1), 377–396. https://doi.org/10.1007/s11042-013-1633-3
Yung, H. I., & Paas, F. (2015). Effects of cueing by a pedagogical agent in an instructional animation: A cognitive load approach. Educational Technology and Society, 18(3), 153–160. https://doi.org/10.1192/apt.11.6.398
Published
2024-09-01
How to Cite
ROKEMAN, Muhammad Ihsan; MOHAMAD ALI, Ahmad Zamzuri; RAMLIE, Mohd Khairulnizam.
Animasi Agen Pedagogi Talking-head Pelbagai Tahap Realistik Dan Kesannya Terhadap Emosi: Suatu Kerangka Konseptual.
Idealogy Journal, [S.l.], v. 9, n. 2, sep. 2024.
ISSN 2550-214X.
Available at: <https://idealogyjournal.com/ojs/index.php/idealogy/article/view/430>. Date accessed: 21 nov. 2024.
doi: https://doi.org/10.24191/idealogy.v9i2.430.
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