In a traditional classroom environment, instructor enthusiasm has been shown to enhance student's emotion, affective perceptions, intrinsic motivation, and cognitive outcome. Additionally, emotional response theory argues that enthusiastic verbal and nonverbal cues of an instructor will induce positive emotional states in learners, which in turn, enact learners' approach behaviours in the learning process. Therefore, should a pedagogical agent convey enthusiastic behaviours in a multimedia learning environment? Literature and theoretical reviews offer two competing views. The first view, based on emotional response theory, predicts that enthusiastic verbal and nonverbal cues of a pedagogical agent can induce higher positive emotions in learners, which in turn, enhance affective perceptions, intrinsic motivation, and cognitive outcome. However, the second view, based on cognitive load theory, suggests that pedagogical agent enthusiasm may increase extraneous cognitive load (additional processing in the mind), which negatively impact emotion, affective perceptions, intrinsic motivation, and cognitive outcome. To investigate the effects of agent enthusiasm, seventy-two university freshmen interacted with either an enthusiastic agent or a neutral agent (operationalized through vocal tones, facial expression, gestures, and remarks) that simulates the instructional role of a virtual tutor that delivers narrative demonstrations on how to predict the outputs of C-Programming algorithms. The results of our study showed that pedagogical agent enthusiasm significantly enhanced emotion, intrinsic motivation, affective perceptions, and cognitive outcome. Moreover, mediation analyses revealed that the facilitating effects of agent enthusiasm on intrinsic motivation, affective perceptions of the learning environment, and affective perceptions of the pedagogical agent were fully mediated by a learner's positive emotion, thus demonstrating that the framework of emotional response theory can be applied to learneragent interaction in a multimedia learning environment. Implications and suggestions for future research related to pedagogical agent enthusiasm are discussed in this paper.

Learning a new language is a challenging task. In many countries, students are encouraged to learn an international language at school level. In particular, English is the most widely used international language and is being taught at the school level in many countries. The ubiquity and accessibility of smartphones combined with the recent developments in mobile application and gamification in teaching and training have paved the way for experimenting with language learning using mobile phones. This article presents a systematic literature review of the published research work in mobile-assisted language learning. To this end, more than 60 relevant primary studies which have been published in well-reputed venues have been selected for further analysis. The detailed analysis reveals that researchers developed many different simple and gamified mobile applications for learning languages based on various theories, frameworks, and advanced tools. Furthermore, the study also analyses how different applications have been evaluated and tested at different educational levels using different experimental settings while incorporating a variety of evaluation measures. Lastly, a taxonomy has been proposed for the research work in mobile-assisted language learning, which is followed by promising future research challenges in this domain.

The present study aimed to test the hypothesis that a smiling expression on the face of a talking pedagogical agent could positively affect a learner's emotions, motivation, and learning outcomes in a virtual learning environment. Contrary to the hypothesis, results from Experiment 1 demonstrated that the pedagogical agent's smile induced negative emotional and motivational responses in learners.Experiment 2 showed that the social meaning of a pedagogical agent's smile might be perceived by learners as polite or fake. In addition, qualitative data provided insights into factors that may cause negative perceptions of a pedagogical agent's smile, which in turn lead to negative affective (emotional and motivational) states in learners. Theoretical and design implications for pedagogical agents in virtual learning environment are discussed in the concluding section of the paper.

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Brain injury such as traumatic brain injury (TBI) and stroke is the major cause of long-term disabilities in many countries. The increasing rate of brain damaged victims and the heterogeneity of impairments decrease rehabilitation effectiveness and competence resulting in higher cost of rehabilitation treatment. On the other hand, traditional rehabilitation exercises are boring, thus leading patients to neglect the prescribed exercises required for recovery. Therefore, we propose game-based approach to address these problems. This paper presents a rehabilitation gaming system (RGS) for cognitive rehabilitation. The RGS is developed based on a proposed conceptual framework which has also been presented in this paper.

Mobile government implementation in Malaysia is still in its very early stages -indeed a comprehensive m-Government has not been shaped yet. In this regard, we need to investigate the potential needs of users of m-Government services. In addition, there is a need to describe the factors that lead to the integration of the services provided with users' everyday practices. In this research, we examined different groups of citizens with varying needs and practices in the available technologies. Focus groups method is used to collect data. Results show that although awareness of mobile government services is reasonably high, only a small number of Malaysians actually use mobile government services. However, citizens acknowledged that mobile government services can be useful, easy to use and convenient. Moreover, both the discussion groups and the questionnaire addressed the problems, limitations, and improvement needed in mGovernment services which include information content, information presentation, system structure, search alternatives, and navigation logic.

The potential for integration of digital games and learning becomes ever more significant recently. One of the goals in educational game design is to create engaging and immersive learning experiences for delivering specified learning goals, outcomes and experiences. However, there is limited number of research done on game usability or quality of game user interface. Failure to design usable game interfaces can interfere with the larger goal of creating a compelling experience for users and can have a negative effect on the overall quality and success of a game. In this paper, we review usability problems identified by previous researchers and propose a history educational game design which includes pedagogical and game design component. Some snapshots of our game module are also presented. Finally we present a usability evaluation method for history educational game design. From our critical literature reviews, we also proposed six constructs which are interface, mechanics, gameplay, playability, feedback and immersion for usability evaluation.