Interacting with virtual instructors: The effect of gender and years of study on the perception of in-game instructors,Computer Animation and Virtual Worlds

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Interacting with virtual instructors: The effect of gender and years of study on the perception of in-game instructors
Computer Animation and Virtual Worlds ( IF 0.9 ) Pub Date : 2021-06-02 , DOI: 10.1002/cav.2026
Dixuan Cui ₁ , David Whittinghill ₁ , Atsushi Fukada ₂ , Christos Mousas ₁ , Nicoletta Adamo ₁

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Previous research has shown that student-instructor interaction is vital to motivating students to learn a second language. However, it is unclear whether learners' demographics affect in-game immersion and interactions with virtual instructors. This study's purpose is to investigate whether the number of years learning Japanese (foreign language familiarity) influences students' immersion levels in serious games and their interactions with virtual instructors. We developed a 3D animated Japanese roleplaying game with a virtual in-game instructor. Eighty-four college students enrolled in 200- and 300-level Japanese language courses voluntarily participated in the study. Participants played the game and then answered a questionnaire concerning virtual character appearance, attentiveness to the instructor, and immersion in the game. The findings indicated that gender and the number of years studying Japanese significantly impact multiple measurements.

中文翻译：

与虚拟教练互动：性别和学习年限对游戏内教练感知的影响

先前的研究表明，师生互动对于激励学生学习第二语言至关重要。然而，目前尚不清楚学习者的人口统计数据是否会影响游戏中的沉浸感以及与虚拟教练的互动。本研究的目的是调查学习日语的年数（熟悉外语）是否会影响学生在严肃游戏中的沉浸程度以及他们与虚拟教师的互动。我们开发了一款 3D 动画日本角色扮演游戏，配有虚拟游戏内指导员。84 名参加了 200 和 300 级日语课程的大学生自愿参加了这项研究。参与者玩游戏，然后回答有关虚拟角色外观、对教练的关注度和游戏沉浸感的问卷。

更新日期：2021-07-12

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