Life-Like Pedagogical Agents in Constructivist Multimedia Environments: Cognitive Consequences of their Interaction
Roxana Moreno, Richard Mayer, University of California, Santa Barbara, United States ; James Lester, North Carolina State University, United States
EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-40-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
The goal of this study is to test the hypothesis that animated pedagogical agents can promote constructivist learning in a discovery-based learning environment. We do this by first, comparing the learning outcomes of students who learn in the context of social interaction with a computer-mediated character with the learning outcomes of students who learn in a computer text context. Second, we focus on the relative contributions of pedagogical agents' image, voice, and language style in promoting deeper learning.
Moreno, R., Mayer, R. & Lester, J. (2000). Life-Like Pedagogical Agents in Constructivist Multimedia Environments: Cognitive Consequences of their Interaction. In J. Bourdeau & R. Heller (Eds.), Proceedings of ED-MEDIA 2000--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 776-781). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved June 2, 2023 from https://www.learntechlib.org/primary/p/16160/.
© 2000 Association for the Advancement of Computing in Education (AACE)
ReferencesView References & Citations Map
- Anderson, C.M.B., & Craik, F.I.M. (1974). The effect of a concurrent task on recall from primary memory. Journal of Verbal Learning & Verbal Behavior, 13, 107-113.
- Brennan, S.E. (1990). Conversation as direct manipulation. In Laurel, B. (Ed.)., The art of human-computer interface design. Reading, MA: Addison-Wesley.
- Chandler, P. & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8, 293-332.
- Dewey, J. (1913). Interest and effort in education. Cambridge, MA: Houghton Mifflin.
- Lester, J.C., Converse, S.A., Kahler, S.E., Barlow, S.T., Stone, B.A., & Bhogal, R. (1997). The persona effect: Affective impact of animated pedagogical agents. In Proceedings of CHI'97 (pp. 359-366). New York, NY: ACM Press.
- Mayer, R.E. (1997). Multimedia learning: Are we asking the right questions? Educational Psychologist, 32, 1-19.
- Mayer, R.E. & Moreno, R. (1998). A split-attention effect in multimedia learning: Evidence for dual processing systems in working memory. Journal of Educational Psychology, 90, 312-320.
- Moreno, R. & Mayer, R.E. (1999). Cognitive principles of multimedia learning: The role of modality and contiguity effects. Journal of Educational Psychology, 91, 1-11.
- Mousavi, S., Low, R., & Sweller, J. (1995). Reducing cognitive load by mixing auditory and visual presentation modes. Journal of Educational Psychology, 87, 319-334.
- Penney, C.G. (1989). Modality effects and the structure of short-term verbal memory. Memory and Cognition, 17, 398-422.
- Reddy, M.J. (1979). The conduit metaphor: A case of frame conflict in our language about language. In Ortony, A. (Ed.) Metaphor and Thought. Cambridge: Cambridge University Press.
- Reeves, B. & Nass, C. (1996). The media equation. New York: Cambridge University Press.
- Rutter, D.R. (1984). Looking and Seeing: the role of visual communication in social interaction. John Wiley & Sons, Chichester.
- Sweller, J. (1989). Cognitive technology: Some procedures for facilitating learning and problem solving in mathematics and science. Journal of Educational Psychology, 81, 457-466.
- Tharp, R.G., & Gallimore, R. (1991). The instructional conversation: Teaching and learning in social activity. Report from the Office of Educational Research and Improvement. U.S. Department of Education. Acknowledgments
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.Suggest Corrections to References
Cited ByView References & Citations Map
Learning by Choosing: Fourth Graders Use of an Online Multimedia Tutoring System for Math Problem Solving
Robert W. Maloy, University of Massachusetts Amherst, United States; Leena Razzaq, Northeastern University, United States; Sharon A. Edwards, University of Massachusetts Amherst, United States
Journal of Interactive Learning Research Vol. 25, No. 1 (January 2014) pp. 51–64
Virtual Humans and Gesturing during Multimedia Learning: An Investigation of Predictions from the Temporal Contiguity Effect
Jessica Twyford & Scotty Craig, Arizona State University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 2145–2149
In Search of Pedagogical Agents' Modality and Dialogue Effects in Open Learning Environments
Geraldine Clarebout & Jan Elen
E-Journal of Instructional Science and Technology Vol. 10, No. 1 (October 2007)
Meta-Analysis of the Effectiveness of Pedagogical Agent
Minjeong Kim & Jeeheon Ryu, Florida State University, United States
EdMedia + Innovate Learning 2003 (2003) pp. 479–486
The Effects of Pedagogical Agent Voice and Animation on Learning, Motivation and Perceived Persona
Amy Baylor, Jeeheon Ryu & E Shen, Florida State University, United States
EdMedia + Innovate Learning 2003 (2003) pp. 452–458
Studying tool use with and without agents
Geraldine Clarebout & Jan Elen, University of Leuven, Belgium
EdMedia + Innovate Learning 2004 (2004) pp. 747–752
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.