Journal of Educational Computing Research,
Journal Year:
2015,
Volume and Issue:
53(2), P. 183 - 204
Published: Aug. 14, 2015
Virtual
characters
have
become
ubiquitous
in
multimedia
applications,
appearing
numerous
contexts
such
as
video
games,
avatars
immersive
worlds,
or
tutors
learning
environments.
One
type
of
virtual
character
is
known
a
pedagogical
agent.
Pedagogical
agents
are
lifelike
present
environments
order
to
facilitate
learning.
been
researched
for
nearly
two
decades,
yet
the
effectiveness
including
an
agent
environment
remains
debatable.
The
purpose
this
study
was
critically
examine
persisting
issues
research
that
examines
use
nonagent
condition.
Our
analysis
literature
highlights
three
and
provides
promising
future
directions.
Cambridge University Press eBooks,
Journal Year:
2014,
Volume and Issue:
unknown, P. 345 - 368
Published: July 28, 2014
The
modality
effect
refers
to
a
cognitive
load
learning
that
occurs
when
mixed-mode
(partly
visual
and
partly
auditory)
presentation
of
information
is
more
effective
than
single-mode
(either
or
auditory
alone)
the
same
information.
For
occur,
novel
material
must
be
organised
incorporated
into
long-term
memory
via
limited
working
memory.
instruction
effective,
it
has
designed
in
ways
which
limitations
are
overcome.
As
distraction
interference
impose
an
additional
load,
their
impact
on
system
taken
consideration
multimedia
context
where
different
formats
words
pictures
allow
for
many
possible
presenting
instructional
predictions
flow
from
experimental
work
straightforward.
From
practical
perspective,
provides
guidelines
instruction.
Journal of Educational Computing Research,
Journal Year:
2013,
Volume and Issue:
49(1), P. 1 - 39
Published: July 1, 2013
Research
on
the
use
of
software
programs
and
tools
such
as
pedagogical
agents
has
peaked
over
last
decade.
Pedagogical
are
on-screen
characters
that
facilitate
instruction.
This
meta-analysis
examined
effect
using
learning
by
reviewing
43
studies
involving
3,088
participants.
Analysis
results
indicated
produced
a
small
but
significant
learning.
The
overall
mean
size
was
moderated
contextual
methodological
features
studies.
findings
revealed
were
more
beneficial
for
K-12
students
than
post-secondary
students.
communicated
with
text
facilitated
effectively
narration.
this
study
have
implications
advancing
theory
practice,
well
highlighting
productive
future
directions
research.
Educational Psychology Review,
Journal Year:
2021,
Volume and Issue:
34(1), P. 1 - 38
Published: June 30, 2021
Abstract
For
a
long
time,
research
on
individuals
learning
in
digital
environments
was
primarily
based
cognitive-oriented
theories.
This
paper
aims
at
providing
evidence
that
social
processes
affect
individual
with
materials.
Based
these
theories
and
empirical
results,
social-processes-augmented
theory
is
suggested:
the
Cognitive-Affective-Social
Theory
of
Learning
Environments
(CASTLE).
CASTLE
postulates
cues
materials
activate
schemata
learners
leading
to
enhanced
(para-)social,
motivational,
emotional,
metacognitive
processes.
To
substantiate
this
theory,
socio-cognitive
are
used,
which
predict
influences
Besides,
previous
findings
presented
assuming
rising
number
materials,
influence
increases.
Finally,
consequences
regarding
design
media
discussed.
Educational Technology Research and Development,
Journal Year:
2015,
Volume and Issue:
63(3), P. 381 - 403
Published: March 24, 2015
This
study
focuses
on
the
design
and
testing
of
a
motivational
animated
pedagogical
agent
(APA)
in
an
inquiry
learning
environment
kinematics.
The
aim
including
APA
was
to
enhance
students'
perceptions
task
relevance
self-efficacy.
Given
under-representation
girls
science
classrooms,
special
attention
given
designing
that
would
appeal
female
students.
A
review
literature
suggested
best
solution
be
who
female,
young,
attractive,
"cool".
An
experiment
compared
three
conditions:
(image
voice),
voice
(no
image),
control
image
no
voice).
research
question
whether
motivation
knowledge
changed
over
time
as
they
worked
environment,
condition
gender
affected
such
changes.
Participants
were
61
third-year
students
(mean
age
14.7
years)
from
secondary
school.
Gender
distributed
evenly
within
across
conditions.
significant
main
effect
self-efficacy
found,
with
beliefs
increasing
significantly
for
both
boys
girls.
In
addition,
there
interaction
between
time,
condition,
About
halfway
during
training,
girls'
increased
experimental
conditions
decreased
condition.
For
opposite
pattern
found.
Girls
also
gave
higher
appraisals
agent.
Students
all
realized
gains,
which
did
not
differ
by
gender.
discussion
critically
considers
need
for,
scaffolding
environments.
