Multimedia pedagogical agents are on-screen characters that allow users to navigate or learn in multimedia environments. Several agents’ characteristics may moderate their instructional effectiveness, including appearance, gender, nonverbal communication, motion, and voice. Here, we conducted a meta-analysis to test hypotheses from diverse theories predicting the effects of these agents’ characteristics. We tested predictions of cognitive load theory, cognitive theory of multimedia learning, computers are social actors, social agency theory, uncanny valley, and the action observation network. Our meta-analysis of 32 effect sizes (N?=?2104) revealed a small overall effect (g+?=?0.20), showing that learning with multimedia pedagogical agents was more effective than learning without these agents. As predicted by the redundancy effect of cognitive load theory and the coherence principle of cognitive theory of multimedia learning, 2D agents (g+?=?0.38) tended to be more effective than 3D agents (g+?=?0.11). As predicted by the computers are social actors hypothesis, most of the agents’ characteristics, including nonverbal communication, motion, and voice, appeared not to moderate their effectiveness. We conclude that multimedia pedagogical agents help learning through multimedia, and that students may be able to learn similarly from different types of agents.
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1.
Olusola J. Ehindero 《科学教学研究杂志》1982,19(6):451-457
…the formation of operations always requires a favourable environment for “cooperation,” that is to say the operations carried out in common (e.g., the role of discussion, mutual criticism or support, problems raised as the result of exchange of information, heightened curiosity due to the cultural influence of a social group, etc. [Piaget, 1972]. 相似文献
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Castro-Alonso Juan C. Wong Rachel M. Adesope Olusola O. Paas Fred 《Educational Psychology Review》2021,33(3):989-1015
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An animated concept map is a presentation of a network diagram in which nodes and links are sequentially added or modified. An experiment compared learning from animated concept maps and text by randomly assigning 133 undergraduates to study 1 of 4 narrated animations presenting semantically equivalent information accompanied by identical audio narration. Two of the animations presented text; one with concurrent audio and another with delayed audio. Two of the animations presented concept maps; one in black and white and the other with nodes colored to represent semantic relatedness. The concept map groups outperformed the text groups on free recall (p < .05). The black-and-white concept map group outperformed the text groups on a multiple-choice knowledge test (p < .05). No advantages were statistically detected for color enhancements of the animated map. The results indicate that verbal information can be effectively communicated by learner-paced animated concept maps accompanied by audio narrations. 相似文献
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Yuliya Ardasheva Zhe Wang Anna Karin Roo Olusola O. Adesope Judith A. Morrison 《The Journal of educational research》2018,111(5):631-643
This experimental study explored the impact of representation + glossary label visuals on science outcomes in a sample of 174 Grade 7 English learners (ELs). Analysis of covariance results indicated that, regardless of English proficiency, ELs in both treatment and control conditions performed similarly on reading comprehension (p = .26) and triggered interest (p = .65) measures, with a trend in means favoring the no-visuals, control group. These findings suggest that, although recommended by the literature, representation + glossary label visuals for ELs may be associated with deleterious (seductive details) rather than beneficial (dual coding) effects. Additional research is needed on higher-level visuals (organization, interpretation, transformation) to identify visual accommodations most effective in supporting ELs' science learning. Regression analysis results indicated that triggered situational interest predicted science reading comprehension above and beyond English language proficiency, suggesting the importance of instructionally stimulating this interest type. Implications for theory and practice are discussed. 相似文献
5.
Olusola A. Adara 《Environmental Education Research》1996,2(2):237-246
This paper focuses on the current position of environmental education and social studies education in Nigeria in the areas of curriculum structure and content. Enabling strategies for environmental education delivery within the social studies programme are discussed, including a social environmental education (SEE) model/tool which provides a visual summary of relationships, causes and consequences, actions and reactions between people and the physical and socio‐econo‐technosphere. 相似文献
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Herbert Bergmann Valerie Dundas-Grant Daniel Hart Takashi Morita Olusola Avoseh Warwick B. Elley Thomas N. Kahl A. J. Cropley Ingeborg Willke David Layton Birgit Brock-Utne Francisco Gomes de Matos James Lynch 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1984,30(1):91-116
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Alpizar David Adesope Olusola O. Wong Rachel M. 《Educational technology research and development : ETR & D》2020,68(5):2095-2119
Educational technology research and development - Signals (or cues) are added to multimedia learning materials to guide learners’ attention to critical elements of the materials. Yet,... 相似文献
9.
Bruce Austin Brian French Olusola Adesope Chad Gotch 《Journal of Experimental Education》2017,85(4):559-573
Measures of variability are successfully used in predictive modeling in research areas outside of education. This study examined how standard deviations can be used to address research questions not easily addressed using traditional measures such as group means based on index variables. Student survey data were obtained from the Organisation for Economic Co-operation and Development to examine standard deviation predictors in multilevel models. These predictors and interactions explained additional variation in the dependent variable beyond the control variables. Models using biased and unbiased standard deviations were compared. Meaningful differences were found between the models. Findings supported how standard deviation predictors may increase explanatory power and accuracy of models commonly used in educational research. 相似文献
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Educational Psychology Review - Emotions can both facilitate and hinder learning. Emotional design features such as colors and shapes can be embedded in multimedia learning environments to... 相似文献
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