Animated pedagogical agents in multimedia educational environments: Effects of agent properties, picture features and redundancy.

Craig, Scotty D.; Gholson, Barry; Driscoll, David F.

doi:10.1037/0022-0663.94.2.428

Cited by 324 publications

(178 citation statements)

References 26 publications

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“…Several different cueing techniques for pointing out crucial connections between representations in various studies, like flashing to connect related elements (Craig et al 2002;Jeung et al 1997), giving related elements the same color (Kalyuga et al 1999), and orienting cues (i.e., gestures, gaze) as guides to related elements (Lusk and Atkinson 2007), showed that cueing improves the retention for cued content and facilitates the application of learned information as reflected in better performances on problem-solving transfer tasks or reduced problem-solving time. However, the positive effects of relational cues on transfer performance are not always found (Jamet et al 2008;Tabbers et al 2004), suggesting that the effects of cueing on deep comprehension (i.e., transfer) are less consistent.…”

Section: Relating Elements Between Representationsmentioning

confidence: 99%

Towards a Framework for Attention Cueing in Instructional Animations: Guidelines for Research and Design

et al. 2009

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This paper examines the transferability of successful cueing approaches from text and static visualization research to animations. Theories of visual attention and learning as well as empirical evidence for the instructional effectiveness of attention cueing are reviewed and, based on Mayer's theory of multimedia learning, a framework was developed for classifying three functions for cueing: (1) selection-cues guide attention to specific locations, (2) organization-cues emphasize structure, and (3) integration-cues explicate relations between and within elements. The framework was used to structure the discussion of studies on cueing in animations. It is concluded that attentional cues may facilitate the selection of information in animations and sometimes improve learning, whereas organizational and relational cueing requires more consideration on how to enhance understanding. Consequently, it is suggested to develop cues that work in animations rather than borrowing effective cues from static representations. Guidelines for future research on attention cueing in animations are presented. Keywords Instructional animations . Cognitive load theory . Instructional designRecent advances in software and computer technology enable designers of computer-based instruction to use dynamic visualizations, such as animation and video, to help learners remember complex dynamic systems and, ultimately, understand the materials (Lowe 2004). At present, the majority of animations present information in close correspondence with the referential situation, without highlighting the information or providing cues to help learners process the material. However, manipulating the visuospatial characteristics of animations may make them more effective, just as manipulating these aspects in static

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Section: Relating Elements Between Representationsmentioning

confidence: 99%

Towards a Framework for Attention Cueing in Instructional Animations: Guidelines for Research and Design

et al. 2009

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“…A diagram and text that redescribes the diagram provides an obvious example as does presenting the same material in written and spoken form. The redundancy effect is demonstrated when eliminating the redundant material improves learning (see Cerpa, Chandler and Sweller 1996;Sweller 1991, 1996;Craig, Gholson and Driscoll 2002;Kalyuga, Chandler and Sweller 1999;Mayer, Heiser and Lonn 2001;Mayer, Bove, Bryman, Mars and Tapangco 1996;Anderson 1980, 1982;Sweller and Chandler 1994).…”

Section: Cognitive Load Theorymentioning

confidence: 99%

Instructional Design Consequences of an Analogy between Evolution by Natural Selection and Human Cognitive Architecture

Sweller

2004

Instructional Science

334

248

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Abstract. Evolution by natural selection may be characterized as a system in which a large store of genetic information will persist indefinitely while it remains coordinated with its environment but will continuously produce small random variations that are tested for environmental effectiveness. In any environment, effective variations will persist while ineffective variations will disappear. Similarly, human cognitive architecture includes a large store of information held in long-term memory that coordinates our cognitive activities. A very limited working memory tests the effectiveness of small variations to long-term memory with effective variations altering long-term memory while ineffective variations are lost. Both an existing genetic code and information in long-term memory provide a central executive that guides behaviour. Such a central executive is unavailable when an environment alters or when working memory must be used to deal with novel information. A major function of instructional design is to provide the otherwise missing structure of a central executive when dealing with novel information and to reduce that structural support as knowledge accumulates in longterm memory. Cognitive load theory both provides instructional design principles that would be difficult to devise without its particular view of human cognitive architecture and throws further light on that architecture.

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“…They consist of the aspects of the visual and auditory presence of the APA that are hypothesized to ''make the learning experience more interesting, believable, or natural'' (p. 508). Empirical studies of these properties have explored the influence of the APA's age, gender, ethnicity, politeness, responsiveness, dynamism, and visual appeal, among others (e.g., André et al 1996;Arroyo et al 2011Arroyo et al , 2009Baylor 2011;Baylor and Kim 2004;Baylor and Ryu 2003;Craig et al 2002;Domagk 2010;Kim et al 2007;Lester et al 1997;Moreno 2004;Moreno et al 2000;Plant et al 2009;Wang et al 2008;Woolf et al 2010). Given our special interest in gender and science education, we summarize below the empirical studies that have investigated gender and motivation in relation to APAs in virtual science learning environments.…”

Section: Animated Pedagogical Agents and Student Motivationmentioning

confidence: 99%

Animated pedagogical agents effects on enhancing student motivation and learning in a science inquiry learning environment

Meij

Harmsen

2015

Education Tech Research Dev

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This study focuses on the design and testing of a motivational animated pedagogical agent (APA) in an inquiry learning environment on kinematics. The aim of including the APA was to enhance students' perceptions of task relevance and selfefficacy. Given the under-representation of girls in science classrooms, special attention was given to designing an APA that would appeal to the female students. A review of the literature suggested that the best design solution would be an agent who was female, young, attractive, and ''cool''. An experiment compared three conditions: agent (image and voice), voice (no image), and control (no image and no voice). The research question was whether students' motivation and knowledge changed over time as they worked in the inquiry learning environment, and whether condition and gender affected such changes. Participants were 61 third-year students (mean age 14.7 years) from a secondary school. Gender was distributed evenly within and across conditions. A significant main effect of time on self-efficacy was found, with self-efficacy beliefs increasing significantly for both boys and girls. In addition, there was a significant interaction between time, condition, and gender for self-efficacy. About halfway during training, girls' self-efficacy beliefs significantly increased in both experimental conditions and decreased in the control condition. For boys the opposite pattern was found. Girls also gave higher appraisals for the agent. Students in all three conditions realized significant knowledge gains, which did not differ by gender. The discussion critically considers the need for, and design of motivational scaffolding in inquiry learning environments.

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Animated pedagogical agents in multimedia educational environments: Effects of agent properties, picture features and redundancy.

Cited by 324 publications

References 26 publications

Towards a Framework for Attention Cueing in Instructional Animations: Guidelines for Research and Design

Towards a Framework for Attention Cueing in Instructional Animations: Guidelines for Research and Design

Instructional Design Consequences of an Analogy between Evolution by Natural Selection and Human Cognitive Architecture

Animated pedagogical agents effects on enhancing student motivation and learning in a science inquiry learning environment

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