The purpose of the research was to determine experimentally whether the addition of features to enhance learner motivation and collaboration, termed motivational scaffolding, to the "traditional" distance learning design improved engagement, and performance, particularly among procrastinators.
Effective pedagogy needs to include various approaches to learner motivation, module organization, and level of interactivity.
Predicting learner motivation is especially important given the trend towards online course delivery.
We map out this research in order to answer three main questions: Do pedagogical agents facilitate learner motivation and learning?
Similarly, Harris (1997) and Gardner (2000) highlight the relationship between self-assessment and increased learner motivation and autonomy.
We will mainly refer to the more widely published Learner and Emotional presences, particularly the latter, on the grounds that emotion influences learner motivation, self-regulation and achievement.
Lifelike, interactive digital characters, serving as mentors and role-playing actors, have been shown to significantly improve learner motivation and retention.
It is thus necessary to cultivate an environment that can encourage the communicative use of the second language to increase both learner motivation and language competencies.
In all cases, trade-offs between model accuracy, usability, learner motivation and support for metacognitive processes will need to be considered.
Emotion plays a critical role in learning and teaching (Rienties & Rivers, 2014), due to its influencing learner motivation, self-regulation and academic achievement.
