Abstract
The talking-head animation has potential in attracting students’ attention and as such, it can be used as an effective instructional tool in various learning conditions. However, its use could cause emotional disturbances and feelings of uneasiness among learners. Especially, if the design of the talking-head character is too realistic that resembles an actual human. Such condition is also known as the Uncanny Valley phenomenon. In this paper, a research conceptual framework on the role of talking-head animation with varying levels of realism and its effects on students’ emotions in learning will be addressed. In particular, the discussion will be grounded on the relevant theories and principles and also based on review of the relevant literature.
Highlights
Rapid advancement in computer and multimedia technology, especially in the area of digital animation has made the design, development and implementation of this multimedia component become faster and easier
THEORETICAL FRAMEWORK The theoretical framework developed in this study is based on the theory of Control-Value of Achievement Emotions that deals with emotions in learning and on the Uncanny Valley phenomenon
Clearly, the talking-head animation has a huge potential that can be developed into a dynamic learning aid or tool
Summary
Rapid advancement in computer and multimedia technology, especially in the area of digital animation has made the design, development and implementation of this multimedia component become faster and easier. A pedagogical agent is a virtual character displayed on a computer screen that plays the role of delivering or presenting the learning contents in multimedia environments [7], [8] Such an agent is designed in various forms such as animals [9], objects, and organic characters resembling the human [10] and talking-head as well [11]. In view of the inconsistency in the findings of previous studies, it can be reasonably argued that it is vital to prioritize the selection of a proper character of the talking-head in designing and developing instructional materials Failing to heed this priority can have a serious repercussion that can adversely affect students’ learning [17]. A digital character looking too real like a human would make users less receptive, inducing a sense of lack of confidence with such a character [19]
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