A study on the effects of perceived playfulness and emotional support in interactive learning environments for German language acquisition-A role-playing library system case

Yunshuo Yang; Jiacheng Lin; Tong Chen; Shuyuan Lin; Jiangjie Chen; Wei Miao; Wei Wei; Hanchu Sun; Jie Sun; Chao Gu

doi:10.3389/fpsyg.2022.1073985

A study on the effects of perceived playfulness and emotional support in interactive learning environments for German language acquisition-A role-playing library system case

Front Psychol. 2022 Dec 28:13:1073985. doi: 10.3389/fpsyg.2022.1073985. eCollection 2022.

Authors

Yunshuo Yang¹, Jiacheng Lin², Tong Chen³, Shuyuan Lin⁴, Jiangjie Chen⁵, Wei Miao⁶, Wei Wei⁶, Hanchu Sun⁷, Jie Sun⁸, Chao Gu⁹

Affiliations

¹ College of Foreign Languages and Cultures, Xiamen University, Xiamen, Fujian, China.
² Department of Computer Science and Information Engineering, National Taiwan University, Taipei, Taiwan.
³ Michael Smurfit Graduate Business School, College of Business, University College Dublin, Dublin, Ireland.
⁴ Department of Media Design, Tatung University, Taipei, Taiwan.
⁵ School of Design, Jiangnan University, Wuxi, Jiangsu, China.
⁶ School of Textile Garment and Design, Changshu Institute of Technology, Changshu, China.
⁷ Faculty of Industrial Design Engineering, Delft University of Technology, Delft, Netherlands.
⁸ College of Arts and Design, Zhejiang A&F University, Hangzhou, China.
⁹ Department of Culture and Arts Management, Honam University, Gwangju, South Korea.

Abstract

Introduction: This study examines the emotional support offered by the non-player characters (NPCs) in an interactive learning environment, as well as the effects of the perceived playfulness of the interactive system on German language learning.

Method: We developed a role-playing library system to serve this purpose. 2,377 Chinese Internet users were surveyed using online questionnaire.

Results: A theoretical model of emotion- driven learning (ELM) was proposed based on the analysis results of valid recovered data. Additionally, NPCs were found to be effective in improving learning outcomes through emotional support.

Discussion: An interactive education system may be able to enhance the perceived playfulness of learning in order to enhance the learning experience.

Keywords: continuous learning intention; emotional support; flow experience; learning interest; perceived playfulness.