dc.contributor.authorGuo, Yan Ru
dc.contributor.authorGoh, Dion Hoe-Lian
dc.contributor.authorLuyt, Brendan
dc.contributor.authorSin, Sei-Ching Joanna
dc.contributor.authorAng, Rebecca P.
dc.date.accessioned2015-09-15T06:27:41Z
dc.date.available2015-09-15T06:27:41Z
dc.date.copyright2015en_US
dc.date.issued2015
dc.identifier.citationGuo, 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.en_US
dc.identifier.issn0360-1315en_US
dc.identifier.urihttp://hdl.handle.net/10220/38694
dc.description.abstractDue 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.en_US
dc.language.isoenen_US
dc.relation.ispartofseriesComputers & Educationen_US
dc.rights© 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].en_US
dc.titleThe effectiveness and acceptance of an affective information literacy tutorialen_US
dc.typeJournal Article
dc.contributor.schoolWee Kim Wee School of Communication and Informationen_US
dc.identifier.doihttp://dx.doi.org/10.1016/j.compedu.2015.07.015
dc.description.versionAccepted versionen_US


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