The effects of affective pedagogical agent in multimedia learning environments: A meta-analysis |
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| Institution: | 1. Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, 430079, China;2. School of Psychology, Central China Normal University, Wuhan, 430079, China;3. Hunan Police Academy, Changsha, 410138, China;1. Department of Management, Monash Business School, Monash University, Australia;2. Institute of Health and Wellbeing, Federation University, Australia;3. Centre for Academic Development, Federation University, Australia;1. Department of Accounting and Auditing, University of Santiago of Chile, Av. L. B. O''Higgins, 3363, Santiago, Chile;2. Department of Psychological and Brain Sciences, University of California, Santa Barbara, CA, 93106-9660, USA;3. Center for Experimental Social Sciences, University of Santiago of Chile, Av. L. B. O''Higgins, 3363, Santiago, Chile;1. Centre for Educational Technology, School of Digital Technologies, Tallinn University, Astra Building. Narva road 29, 10120, Tallinn, Estonia;2. Dr.-Karl-Dorrek-Straße 30, Krems an der Donau, Danube University Krems, Austria;3. Center of Excellence in Educational Innovation (HUT) Tallinn University, School of Educational Sciences, Narva road 25, 10120, Tallinn, Estonia;4. School of Educational Sciences, Narva road 25, 10120, Tallinn, Estonia |
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| Abstract: | Affective pedagogical agent (PA) is an image of a character embedded in multimedia lessons with the ability to influence learners' affective experiences and learning performance. Prior studies on the effects of affective PA have shown inconsistent findings. In this study, we conducted four separate meta-analyses to address whether adding an affective PA to multimedia lessons can increase learners' retention performance, transfer performance, positive emotions, and intrinsic motivation, and to explore several moderators that may have contributed to the inconsistencies of previous studies. The research framework mainly includes introducing the concept of affective PA, reviewing research on the impact of affective PA on learning performance, emotions, and motivation, analyzing the moderators that may affect the effects of affective PA, performing a meta-analysis, and discussing the results based on the findings of the meta-analysis. We found 36 articles met the inclusion criteria. The results of the meta-analysis indicated that affective PA could increase learners’ positive emotions (k = 25, g = 0.26), improve intrinsic motivation (k = 26, g = 0.26), and facilitate learning performance (retention: k = 35, g = 0.26; transfer: k = 45, g = 0.34). Furthermore, moderator analysis found that affective PA characteristics (i.e., appearance, the number of emotional cues, and body movement) and learning materials characteristics (i.e., subject domain, pacing of presentation) moderated the effects of affective PA. We discussed these findings from different theoretical perspectives. In general, affective PA could help students be happier and more motivated to learn in multimedia learning environments. |
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| Keywords: | Affective pedagogical agent Multimedia learning Meta-analysis Emotions Motivation Learning performance |
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