A Preliminary Study of Using Avatars and Learning Companions for Junior High School Students in Enhancing Studying Chinese Classical Literature

Abstract

This study focuses on whether preference of virtual avatars and learning companions in a virtual environment has influences on junior high students in learning Chinese classical literature learning. To understand this issue, we collected the target learners’ preference of cartoon characters, and images of avatars and learning companies that students like most in the virtual environments. Based on the feedback from the learners, we integrated the preferred emotions into the digital interactive system of the classical literature. Overall, the results of this study show that students have high achievements in learning Chinese classical literature because of their positive emotions toward the virtual avatars and learning companions, and students also have the positive feedback toward the virtual avatars and learning companions. In addition, by the positive emotions toward the virtual avatars and learning companions, students decrease their aversion to classical literature.