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.

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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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2 hajar@ukm.my 4 miah@ukm.myAbstract-Electronic Government (e-Government) is an initiative to deliver services to citizens, businesses and government agencies. It enables citizen to access information and government services by using the Internet and other computer resources. Its implementation has improved the efficiency of governance and government services in Malaysia. However, studies have shown that the adoption of E-Government is still low among Malaysians. Using the EGOVSAT Model, this paper aims to evaluate user satisfaction of e-Government services in Malaysia and identify its significant predictors. The satisfaction model consists of five main constructs which include utility, reliability, efficiency, customization and flexibility. To measure the level of user satisfaction, a survey approach is employed. By using multistage stratified random sampling, a total of 620 questionnaires were distributed to nine regions in Selangor. Reliability test, regression analysis and correlation analysis were done to obtain appropriate results. The results indicate that four constructs were found significant and positively related to citizen satisfaction.

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.

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