Effectiveness of Multimedia Pedagogical Agents Predicted by Diverse Theories: a Meta-Analysis     

Castro-Alonso  Juan C.  Wong  Rachel M.  Adesope  Olusola O.  Paas  Fred 《Educational Psychology Review》2021,33(3):989-1015

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.

  相似文献   

Learning from Animated Concept Maps with Concurrent Audio Narration     

John C. Nesbit  Olusola O. Adesope 《Journal of Experimental Education》2013,81(2):209-230

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   

Representation visuals' impacts on science interest and reading comprehension of adolescent English learners     

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   

A meta-analysis of signaling principle in multimedia learning environments     

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   

Use of Standard Deviations as Predictors in Models Using Large-Scale International Data Sets     

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   

Studying and Constructing Concept Maps: a Meta-Analysis     

Noah L. Schroeder  John C. Nesbit  Carlos J. Anguiano  Olusola O. Adesope 《Educational Psychology Review》2018,30(2):431-455

A concept map is a node-link diagram in which each node represents a concept and each link identifies the relationship between the two concepts it connects. We investigated how using concept maps influences learning by synthesizing the results of 142 independent effect sizes (n = 11,814). A random-effects model meta-analysis revealed that learning with concept and knowledge maps produced a moderate, statistically significant effect (g = 0.58, p < 0.001). A moderator analysis revealed that creating concept maps (g = 0.72, p < 0.001) was associated with greater benefit relative to respective comparison conditions than studying concept maps (g = 0.43, p < 0.001). Additional moderator analyses indicated learning with concept maps was superior to other instructional comparison conditions, and was effective across science, technology, engineering, and math (STEM) and non-STEM knowledge domains. Further moderator analyses, as well as implications for theory and practice, are provided.  相似文献   

Meta-Analysis of Emotional Designs in Multimedia Learning: A Replication and Extension Study     

Wong  Rachel M.  Adesope  Olusola O. 《Educational Psychology Review》2021,33(2):357-385

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