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.
Educational Research Review,
Journal Year:
2023,
Volume and Issue:
41, P. 100564 - 100564
Published: Nov. 1, 2023
Researchers
disagree
on
the
extent
to
which
social
cues
in
instructional
videos
influence
learning
and
learning-relevant
outcomes
processes.
The
instructor
presence
effect
states
that
visible
instructors
lead
increased
higher
scores
subjective
ratings
like
motivation,
presence,
or
affect,
but
do
not
improve
outcomes.
In
contrast,
Cognitive-Affective-Social
Theory
of
Learning
digital
Environments
outlines
how
only
enhance
social,
emotional,
motivational
processes,
they
also
potentially
promote
We
conducted
a
series
meta-analyses
explore
effects
retention,
transfer,
cognitive
load,
visual
dwell
time.
include
35
studies,
contained
46
pair-wise
comparisons
6339
participants.
Results
revealed
small,
statistically
significant
positive
including
retention
outcomes,
no
transfer
performance.
A
significantly
enhanced
affective,
ratings.
Furthermore,
we
found
reduced
time
relevant
material
perception
extraneous
load.
Significant
moderator
could
be
regarding
prior
knowledge,
domain
as
well
size
instructor.
Journal of Educational Computing Research,
Journal Year:
2015,
Volume and Issue:
53(1), P. 124 - 149
Published: July 23, 2015
Over
the
past
decade,
computer
games
and
other
interactive
technologies
have
shown
great
potential
when
used
in
innovative
ways
to
enhance
learning.
It
is
now
known
that
learning
associated
not
only
with
cognitive
ability
but
also
affect.
The
incorporation
of
affective
embodied
pedagogical
agents
(EPAs)
programs
for
can
significantly
influence
learner
beliefs
efficacy.
However,
there
been
a
number
criticisms
contradictory
empirical
findings
calling
into
question
earlier
results
theoretical
claims
on
effectiveness
using
EPAs.
Therefore,
this
paper
reviewed
studies
evaluated
affect
EPAs
computer-based
environment
(CLE).
statistical
meta-analytic
review
(
k
=
30,
n
2,150)
found
use
has
significant
moderate
impact
r
.35)
students’
motivation
relatively
smaller
knowledge
retention
.29)
transfer
.26).
effect
sizes
three
outcome
variables
are
stronger
compared
previous
meta-analysis
embodiment
level
EPAs,
indicating
more
desirable
effective
CLEs.
Finally,
implications
both
designers
researchers
CLEs
discussed.
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.
