Virtual game Changers: how avatars and virtual coaches influence exergame outcomes through enactive and vicarious learning

• Main Authors: Li, Benjamin Junting, Ratan, Rabindra, Lwin, May Oo
• Other Authors: Wee Kim Wee School of Communication and Information
• Format: Article
• Language: English
• Published: 2022
• Subjects: Social sciences::Mass media; Exergames; Enactive
• Online Access: https://hdl.handle.net/10356/159756
• Institution: Nanyang Technological University

Exergames offer both enactive and vicarious learning through the graphical representations of the self and virtual coach. This study established and tested a model of exergame motivation with Social Cognitive Theory as the foundation. A 2 (User Avatar: Absent versus Present) × 2 (Virtual Coach: Absent versus Present) between-subjects experiment was conducted with 137 high school students. Results supported a model in which the user avatar led to identification, with the relationship mediated by self-presence. Playing with a virtual coach increased social presence. Both identification and social presence were significantly related to future exercise intention, with the relationships mediated by in-game competence. These findings suggest notable theoretical and practical implications of using self-presence with avatars and social presence with virtual agents to enhance exergame outcomes through enactive and vicarious learning.