Abstract
This article evaluates the possibility of deploying virtual avatars on personal devices in online English instruction, as well as the impact on student-teacher interaction and tacit truancy issues. Based on the correlation analysis and linear regression analysis of the data acquired from the distributed questionnaires, it is possible to conclude that there may be no statistical association between avatars and student-teacher interaction. However, avatars have a positive effect on reducing truancy. Therefore, we consider that the utilization of virtual avatars in computer-assisted language learning provides an innovative and promising method for online instruction.
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Acknowledgment
This paper is supported by Zhejiang Provincial Natural Science Foundation of China (LQ20F020006), Zhejiang Provincial Philosophy and Social Science Planning Project (22NDQN291YB), Research and Creation Project of Zhejiang Provincial Department of Culture and Tourism (2020KZY003), in part by Ningbo Natural Science Foundation under Grant 2023J280, in part by Ningbo Key R&D Program (No. 2023Z231).
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Qiu, Y., Wang, G., Zhang, Q. (2024). Evaluation of Students’ Performance with Facial Capture Avatars in Online English Instruction. In: Hong, W., Kanaparan, G. (eds) Computer Science and Education. Teaching and Curriculum. ICCSE 2023. Communications in Computer and Information Science, vol 2024. Springer, Singapore. https://doi.org/10.1007/978-981-97-0791-1_25
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DOI: https://doi.org/10.1007/978-981-97-0791-1_25
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