TY - JOUR
T1 - Fostering multimedia learning of science
T2 - Exploring the role of an animated agent's image
AU - Dunsworth, Qi
AU - Atkinson, Robert
PY - 2007/11
Y1 - 2007/11
N2 - Research suggests that students learn better when studying a picture coupled with narration rather than on-screen text in a computer-based multimedia learning environment. Moreover, combining narration with the visual presence of an animated pedagogical agent may also encourage students to process information deeper than narration or on-screen text alone. The current study was designed to evaluate three effects among students learning about the human cardiovascular system: the modality effect (narration vs. on-screen text), the embodied agent effect (narration + agent vs. on-screen text), and the image effect (narration + agent vs. narration). The results of this study document large and significant embodied agent and image effects on the posttest (particularly retention items) but surprisingly no modality effect was found. Overall, the results suggest that incorporating an animated pedagogical agent - programmed to coordinate narration with gaze and pointing - into a science-focused multimedia learning environment can foster learning.
AB - Research suggests that students learn better when studying a picture coupled with narration rather than on-screen text in a computer-based multimedia learning environment. Moreover, combining narration with the visual presence of an animated pedagogical agent may also encourage students to process information deeper than narration or on-screen text alone. The current study was designed to evaluate three effects among students learning about the human cardiovascular system: the modality effect (narration vs. on-screen text), the embodied agent effect (narration + agent vs. on-screen text), and the image effect (narration + agent vs. narration). The results of this study document large and significant embodied agent and image effects on the posttest (particularly retention items) but surprisingly no modality effect was found. Overall, the results suggest that incorporating an animated pedagogical agent - programmed to coordinate narration with gaze and pointing - into a science-focused multimedia learning environment can foster learning.
KW - Animated pedagogical agents
KW - Modality effect
KW - Multimedia learning
UR - http://www.scopus.com/inward/record.url?scp=34249101999&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=34249101999&partnerID=8YFLogxK
U2 - 10.1016/j.compedu.2005.11.010
DO - 10.1016/j.compedu.2005.11.010
M3 - Article
AN - SCOPUS:34249101999
SN - 0360-1315
VL - 49
SP - 677
EP - 690
JO - Computers and Education
JF - Computers and Education
IS - 3
ER -