The aim of this research was to examine student evaluations of e-learning instructional videos based on scenarios that include dialogue between an originally created character and a lecturer. Our research group produced an illustrated character and developed three lecture videos in which the character acting as a student interacted with a lecturer. We also had students evaluate the videos through a questionnaire and/or focus group interview and examined whether the videos encouraged students’ independent and autonomous thinking.The results showed that the participants highly evaluated the videos and felt that they were involved in a learning community with the character and lecturer. In addition, some of them expressed their critical disagreement with the dialogues between the character and lecturer, which indicated the possibility that they were inspired to think independently and autonomously. Regarding the character’s appearance and behavior, a variety of improvements were suggested. This clarified that the participants wanted to have diverse opinions reflected and interactive communication between students and lectures assured in coursework. We will expand on this research, identifying effective application of the dialogue scenarios and considering additional learning systems/tools to develop students’ independent and autonomous thinking.