IMPACT OF VIRTUAL AGENTS AS A SOURCE OF FEEDBACK IN DIGITAL GAME-BASED LEARNING ON CHILDREN'S LEARNING AND MOTIVATION
- 1. Assistant Professor of Environment Pollution Department, College of Environment, Al-Qasim Green University, Babylon 51013, Iraq. Associate Professor of Educational Technology, Faculty of Specific Education, Menoufia University, Tala, Menoufiy, Egypt. Associate Professor of Media and Children's Culture, Faculty of Early Childhood Education, Menoufia University, Shebin-Elkom, Menoufiy, Egypt. Assistant Professor of Educational Technology, Faculty of Specific Education, Menoufia University, Menoufiy, Egypt. Associate Professor, Faculty of Education, Qassim University, Al-Qassim, Kingdom of Saudi Arabia. Professor of Educational Technology, Faculty of Specific Education, Menoufia University, Shebin-Elkom, Menoufiy, Egypt. Associate Professor of Educational Technology, Department of Educational Technology, Faculty of Specific Education, Menoufia University, Shebin El-Kom, Menoufia Governorate, Egypt.
Description
Virtual agents (VAs) are a promising technology. Recent technological advances have enabled researchers to build human-like agents to provide an interactive learning environment. However, the question of how virtual agent (VA) persona representation can enhance children's motivation and learning remains unanswered, highlighting the need to investigate the impact of integrating two VA characters into a digital game-based learning (DGBL) environment for children's learning of scientific concepts (SC) and motivation. A randomized controlled trial was conducted on 38 kindergarten children (aged 4–6). They were randomly assigned to either a DGBL group supported by a VA highly human-like (HHL) or a DGBL group supported by a VA less human-like (LHL). They participated in 35-minute play sessions over six weeks. The VAs provided real-time corrective feedback, explanations, and question-and-answer sessions. The results indicate that children in the DGBL+VA (HHL) group achieved greater improvements in learning scientific concepts and significantly higher motivational intensity compared to the DGBL + VA (LHL) group. Additionally, the DGBL + VA (HHL) group demonstrated improved retention of broader learning, including significant increases in both extrinsic and intrinsic motivation. The results revealed a relationship between SC acquisition and motivation when children interacted with the VA-supported DGBL environment. The results revealed that children supported by the VA (HHL) demonstrated more organized error correction, greater immersion, and active engagement. These findings highlight the ways in which VAs enhance the functions of DGBL in children's SC learning.