Animated Pedagogical Agents as Aids in Multimedia Learning: Effects on Eye-Fixations during Learning and Learning Outcomes

Autor/inn/en	Wang, Fuxing; Li, Wenjing; Mayer, Richard E.; Liu, Huashan
Titel	Animated Pedagogical Agents as Aids in Multimedia Learning: Effects on Eye-Fixations during Learning and Learning Outcomes
Quelle	In: Journal of Educational Psychology, 110 (2018) 2, S.250-268 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Fuxing)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000221
Schlagwörter	Teaching Methods; Multimedia Instruction; Cues; Nonverbal Communication; Retention (Psychology); Eye Movements; Learning Processes; Computer Mediated Communication; Transfer of Training; Student Attitudes; Coding; Color; Outcomes of Education; Pretests Posttests; Statistical Analysis; Foreign Countries; Scores; Undergraduate Students; China + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Multimediales Lernen; Stichwort; Non-verbal communication; Nonverbale Kommunikation; Merkfähigkeit; Augenbewegung; Learning process; Lernprozess; Computerkonferenz; Training; Transfer; Ausbildung; Schülerverhalten; Codierung; Programmierung; Colour; Farbbezeichnung; Farbe; Lernleistung; Schulerfolg; Statistische Analyse; Ausland
Abstract	The goal of the present study is to determine how to incorporate social cues such as gesturing in animated pedagogical agents (PAs) for online multimedia lessons in ways that promote student learning. In 3 experiments, college students learned about synaptic transmission from a multimedia narrated presentation while their eye movements were tracked and subsequently took learning outcome tests. In Experiments 1 and 2, students who had a gesturing PA added to the screen performed significantly better on learning outcome tests of transfer ("ds" = 0.77 and 0.80) and retention ("ds" = 1.16 and 1.00) and spent more time attending to target material based on eye-tracking measures including fixation time ("ds" = 1.53 and 2.27) and number of fixations ("ds" = 1.54 and 1.70). In Experiments 2 and 3, students who learned with a gesturing PA outperformed those who learned with a static PA on transfer ("ds" = 0.72 and 1.02), retention ("ds" = 0.96 and 0.93), fixation time ("ds" = 2.07 and 1.82), and number of fixations ("ds" = 1.64 and 2.99). In Experiment 2, adding a static PA to the screen did not improve performance. In Experiment 3, adding signaling such as color coding did not improve performance for students who received a gesturing PA. Results support the embodiment principle that people learn better from onscreen multimedia lessons when a gesturing PA is added to the screen, and social agency theory, which posits that social cues can prime learners to process the material more actively and develop better learning outcomes. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01