Supporting multimedia learning with visual signalling and animated pedagogical agent: moderating effects of prior knowledge

Abstract

An experiment examined the effects of visual signalling to relevant information in multiple external representations and the visual presence of an animated pedagogical agent (APA). Students learned electric circuit analysis using a computer-based learning environment that included Cartesian graphs, equations and electric circuit diagrams. The experiment was a 2 (visual signalling, no visual signalling) × 2 (visual APA presence, no visual APA presence) between-subjects design, resulting in four experimental conditions: visual signalling with APA presence (APA + S), visual signalling without APA presence (S), no visual signalling with APA presence (APA) and no visual signalling without APA presence (C). Signalling was provided via gestures of the APA in the APA + S condition and via dynamic arrows in the S condition. To investigate potential moderating effects of prior knowledge on APA presence and visual signalling factors, middle school students were grouped into low prior knowledge (LPK) and high prior knowledge (HPK) groups using scores on a domain pre-test. Results revealed that LPK students had higher post-test scores after learning with visual signalling, resulting in equivalent post-test performance to their HPK counterparts. LPK students also had higher post-test scores, higher ratings of graphics understanding and lower perceived difficulty ratings in conditions that included the visual image of the APA. Conversely, HPK students had better post-test scores after learning without the APA. These results indicate that the effectiveness of visual signalling techniques and the visual presence of an APA is dependent on learner characteristics, including prior domain knowledge.

The effects of computer simulation and animation (CSA) on students' cognitive processes: A comparative case study in an undergraduate engineering course

“…That learning via CSA has a profound impact on subsequent problem-solving is attributed to intensive human-computer interactions built in the CSA learning module. (Johnson, Ozogul, & Reisslein, 2014), virtual reality (Merchant et al, 2013, augmented reality (Bressler & Bodzin, 2013), and remote virtual laboratories (Potkonjak et al, 2016). Such technologies are particularly attractive to many contemporary tech-savvy students, as they promote active learning and can be easily and widely adopted at both formal and informal education sites with no requirement for expensive physical facilities and instrumentations.…”

The effects of animated pedagogical agents in an English-as-a-foreign-language learning environment

“…The agent with gestures did not produce significant effects compared to agent-only property, since it failed to demonstrate the expressiveness effect. Conversely, Lusk and Atkinson (2007), Johnson et al (2014), Baylor et al (2003) and Schroeder et al (2013) all demonstrated that agents using locomotion, gaze, and gesture to direct learners' attention are more effective than static ones.…”

“…The embodied agent effect was found in the systems of Atkinson (2002), Dunsworth and Atkinson (2007), Johnson et al (2014) and Moreno et al (2001). In their work, Johnson et al (2014) argues that both the agent's image and visual signaling improve the performance of students with low prior knowledge.…”

“…In their work, Johnson et al (2014) argues that both the agent's image and visual signaling improve the performance of students with low prior knowledge. However, in van der Meij et al (2015)'s experiment, the embodied agent effect could not be found, an outcome that the authors explained did not correspond to their initial hypothesis.…”

Instructing a Teachable Agent with Low or High Self-Efficacy – Does Similarity Attract?

“…Mayer and DaPra (2012) showed that an agent using social cues in the form of gestures, facial expressions and eye-gaze led to better learning outcomes than the same agent lacking these social cues. Likewise, Johnson et al (2015) found that an agent who pointed agent compared to an agent that did not point had a beneficial impact on learning outcomes -for students with low prior knowledge.…”