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

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.