ArticleEducation and information technologies2022
Can avatar homophily influence flow and exploratory behaviour of online users?
Article in Education and information technologies, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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1 citing paper in PubMed.
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1 author.
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Abstract
Virtual learning environments have been recognized as an area of particular importance by which educators can use to improve desirable learning behaviours. Investigating the impact of different virtual environments on learners' behaviours has become the centre of attention of researchers, especially during COVID-19. The homophily effect of avatar-identity on individuals' perceptions of an environment can be a key for understanding their learning behaviours. This study examined the relationship between key constructs related to avatar homophily (background and attitude) and learners' flow and exploratory behaviour. An online survey was distributed to 157 students (93 males and 64 females with age ranging from 19 to 21 years) who took part in an online learning activity using an avatar-mediated environment (Second Life). The results showed that users' flow experience can be influenced by the function of perceived background and attitude homophily in an avatar-mediated environment. Flow experience was found to mediate the relationship between avatar homophily and learners' exploratory behaviour. This study offers a conceptual understanding of the relationship between homophily and individual's flow state.
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