The Effects of Cognitive and Affective Trust in Pedagogical Agents on Flow and Technology Acceptance in a Digital Game-Based Learning Environment

In this study, we investigate the effects of cognitive and affective trust in pedagogical agents on flow and technology acceptance in a digital game-based learning (DGBL) environment. The experiment involved university learners interacting with pedagogical agents simulating professors, peer students, and industry experts to learn Fintech topics within an RPG-styled game. Results based on 204 valid participants indicate that cognitive trust, grounded in beliefs about reliability and competence, significantly impacts perceived usefulness, ease of use, and continuous intention to engage with the platform. Affective trust, rooted in emotional connections and feelings of care, enhances perceived usefulness, ease of use, and flow. Flow and perceived ease of use positively influence learners' intention to continue using the platform. However, perceived usefulness did not significantly affect continuous use intention, a finding consistent with our prior results from the same DGBL environment but with a different sample population. We discuss the critical role of trust dimensions in fostering learner engagement and provide insights for designing pedagogical agents that effectively address both cognitive and emotional aspects of DGBL environments, thereby promoting flow and technology acceptance.