How to guide learners' processing of multimedia lessons with pedagogical agents |
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| Institution: | 1. Faculty of Psychology, Tianjin Normal University, China;2. School of Psychology, Central China Normal University, China;3. Department of Psychological and Brain Sciences, University of California, Santa Barbara, USA;1. Institute for Positive Psychology and Education, Australian Catholic University, L9, 33 Berry Street, North Sydney, 2060, Australia;2. Department of Psychology, University of Essex, Colchester, United Kingdom;3. Department of Psychology, Ludwig-Maximilian University Munich, Munich, Germany;1. Department of Teaching and Learning, The Ohio State University, Columbus, OH, 43210, USA;2. University of Auckland, Auckland, New Zealand;3. Department of Educational Foundations, Montclair State University, Montclair, NJ, 07043, USA;4. Department of Educational Studies, The Ohio State University, Columbus, OH, 43210, USA;1. Ruhr University Bochum, Germany;2. University of Osnabrück, Germany;3. University of Bielefeld, Germany;4. Institute for Educational Quality Improvement (IQB), Berlin, Germany;5. Center for International Student Assessment (ZIB), Germany;6. University of Duisburg-Essen, Germany;1. University of Tübingen, Hector Research Institute of Education Sciences and Psychology, Europastr. 6, 72072, Tübingen, Germany;2. Technical University of Munich (TUM), School of Social Sciences and Technology, Marsstraße 20-22, 80335, Munich, Germany |
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| Abstract: | Two experiments examined the effects of a pedagogical agent's (PA's) pointing gestures, eye gaze, and eye contact on learning processes (measured by learners' eye fixations on relevant elements) and learning outcomes (as measured by retention and transfer test scores) with a multimedia lesson on neural transmission. In Experiment 1, having the PA look at and point to relevant elements as she lectured led to more eye fixations on the relevant portion of the graphic and better retention and transfer test scores. Keeping eye contact with learners tended to improve retention test scores and increased their eye fixations on relevant elements when the PA also looked at and pointed to the graphic. In Experiment 2, the PA's pointing gestures as a stand-alone feature caused better retention test scores and more fixations on relevant elements of the graphic, but eye gaze direction did not. These findings help extend the embodiment principle. |
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| Keywords: | Pedagogical agents Eye contact Eye gaze direction Pointing gestures Embodiment principle |
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