The effectiveness and acceptance of an affective information literacy tutorial
Due to the ready access to large amounts of information afforded by the Internet, information literacy (IL) has taken on an important role. Recent developments in affective computing have provided more opportunities in the way online IL education can be delivered. However, research on how affective...
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| Main Authors: | , , , , |
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| Other Authors: | |
| Format: | Article |
| Language: | English |
| Published: |
2015
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| Online Access: | https://hdl.handle.net/10356/102937 http://hdl.handle.net/10220/38694 |
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| Institution: | Nanyang Technological University |
| Language: | English |
| Summary: | Due to the ready access to large amounts of information afforded by the Internet, information literacy (IL) has taken on an important role. Recent developments in affective computing have provided more opportunities in the way online IL education can be delivered. However, research on how affective computing can be used in IL education is lacking. The research objectives of this study are therefore twofold: to investigate the influence of affective embodied agents (EAs) on students' motivation, enjoyment, knowledge retention and intention to use; and to uncover factors influencing their intention to use an online IL tutorial with affective EAs.
To achieve these objectives, 285 university students were recruited to participate in a between- subjects experiment (text-only, non-affective EAs, and affective EAs), including completing an IL tutorial and a post-test questionnaire. The
results suggested that students benefited from the added use of an affective EA in the IL tutorials, in terms of learning motivation and enjoyment. Moreover, relevance, confidence, satisfaction, affective enjoyment, and behavioral enjoyment were found to be significant predictors for intention to use an IL tutorial with affective EAs. |
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