Exploring the Efficacy of Animated Characters as Online Demonstrators to Improve the Learning Experience of Students: A Case Study at the University of Botswana

Abstract

This research investigated the effectiveness of animated characters as online demonstrators in enhancing the learning experience of University of Botswana students. The study employed the Multimedia Learning Theory (Mayer, 2008) to understand the impact of animated characters on student learning. The study employed a mixed-methods approach, combining survey and interviews for data collection. Quantitative findings revealed a mean rating of 3.00, signifying a positive perception of animated character integration. Thematic analysis provided qualitative insights, emphasizing the captivating nature of animated characters in creating an engaging online learning environment. However, challenges such as technical glitches and diversity in learning preferences were acknowledged. The research underscores the importance of addressing technical issues and aligning animated character usage with pedagogical goals. Recommendations included ongoing assessments, resource allocation, and flexibility in integration to accommodate diverse learning preferences. By bridging theory and practice, this research contributes valuable insights for educators, instructional designers, and policymakers seeking to optimize the use of animated characters in higher education.