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Effects of animated agent with instructional strategies in facilitating student achievement of different educational objectives in multimedia learning
Article

, The Pennsylvania State University, United States

Journal of Educational Multimedia and Hypermedia Volume 18, Number 4, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

The purpose of this study was to examine the instructional effects of a computer-generated agent in providing verbal and visual prompts as needed to facilitate student achievement of educational objectives. Sixty-seven college students were randomly selected into two instructional treatment groups and a control group. Significant differences in achievement were found on the terminology and comprehension tests. Students receiving the animated pedagogical agent (teaching assistant) with visual prompts performed significantly better than those receiving verbal prompts and the text condition only. This study supports the notion of scaffolding in multimedia learning.

Citation

Yung, H.I. (2009). Effects of animated agent with instructional strategies in facilitating student achievement of different educational objectives in multimedia learning. Journal of Educational Multimedia and Hypermedia, 18(4), 453-466. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 22, 2019 from .

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