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...
| Main Authors: | , , , , |
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| Other Authors: | |
| Format: | Journal Article |
| Language: | English |
| Published: |
2015
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| Online Access: | https://hdl.handle.net/10356/102937 http://hdl.handle.net/10220/38694 |
| _version_ | 1811683126151217152 |
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| author | Guo, Yan Ru Goh, Dion Hoe-Lian Luyt, Brendan Sin, Sei-Ching Joanna Ang, Rebecca P. |
| author2 | Wee Kim Wee School of Communication and Information |
| author_facet | Wee Kim Wee School of Communication and Information Guo, Yan Ru Goh, Dion Hoe-Lian Luyt, Brendan Sin, Sei-Ching Joanna Ang, Rebecca P. |
| author_sort | Guo, Yan Ru |
| collection | NTU |
| description | 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. |
| first_indexed | 2024-10-01T04:07:46Z |
| format | Journal Article |
| id | ntu-10356/102937 |
| institution | Nanyang Technological University |
| language | English |
| last_indexed | 2024-10-01T04:07:46Z |
| publishDate | 2015 |
| record_format | dspace |
| spelling | ntu-10356/1029372020-03-07T12:15:52Z The effectiveness and acceptance of an affective information literacy tutorial Guo, Yan Ru Goh, Dion Hoe-Lian Luyt, Brendan Sin, Sei-Ching Joanna Ang, Rebecca P. Wee Kim Wee School of Communication and Information 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. Accepted version 2015-09-15T06:27:41Z 2019-12-06T21:02:31Z 2015-09-15T06:27:41Z 2019-12-06T21:02:31Z 2015 2015 Journal Article Guo, Y. R., Goh, D. H.-L., Luyt, B., Sin, S.-C. J., & Ang, P.-H. R. (2015). The effectiveness and acceptance of an affective information literacy tutorial. Computers & Education, 87, 368-384. 0360-1315 https://hdl.handle.net/10356/102937 http://hdl.handle.net/10220/38694 10.1016/j.compedu.2015.07.015 en Computers & Education © 2015 Elsevier Ltd. This is the author created version of a work that has been peer reviewed and accepted for publication by Computers & Education, Elsevier. It incorporates referee’s comments but changes resulting from the publishing process, such as copyediting, structural formatting, may not be reflected in this document. The published version is available at: [http://dx.doi.org/10.1016/j.compedu.2015.07.015]. application/pdf |
| spellingShingle | Guo, Yan Ru Goh, Dion Hoe-Lian Luyt, Brendan Sin, Sei-Ching Joanna Ang, Rebecca P. The effectiveness and acceptance of an affective information literacy tutorial |
| title | The effectiveness and acceptance of an affective information literacy tutorial |
| title_full | The effectiveness and acceptance of an affective information literacy tutorial |
| title_fullStr | The effectiveness and acceptance of an affective information literacy tutorial |
| title_full_unstemmed | The effectiveness and acceptance of an affective information literacy tutorial |
| title_short | The effectiveness and acceptance of an affective information literacy tutorial |
| title_sort | effectiveness and acceptance of an affective information literacy tutorial |
| url | https://hdl.handle.net/10356/102937 http://hdl.handle.net/10220/38694 |
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