The case for social agency in computer-based teaching: Do students learn more deeply when they interact with animated pedagogical agents?

被引:440
作者
Moreno, R [1 ]
Mayer, RE
Spires, HA
Lester, JC
机构
[1] Univ New Mexico, Educ Psychol Program, Albuquerque, NM 87131 USA
[2] Univ Calif Santa Barbara, Dept Psychol, Santa Barbara, CA 93106 USA
[3] N Carolina State Univ, Dept Curriculum & Instruct, Raleigh, NC 27695 USA
[4] N Carolina State Univ, Dept Comp Sci, Raleigh, NC 27695 USA
基金
美国国家科学基金会;
关键词
D O I
10.1207/S1532690XCI1902_02
中图分类号
G44 [教育心理学];
学科分类号
0402 ; 040202 ;
摘要
College students (in Experiment 1) and 7th-grade students (in Experiment 2) learned how to design the roots, stem, and leaves of plants to survive in. 8 different environments through a computer-based multimedia lesson. They learned by interacting with an animated pedagogical agent who spoke to them (Group PA) or received identical graphics and explanations as on-screen text without a pedagogical agent (Group No PA). Group PA outperformed Group No PA on transfer tests and interest ratings but not on retention tests. To investigate further the basis for this personal agent effect, we varied the interactivity of the agent-based lesson (Experiment 3) and found an interactivity effect: Students who participate in the design of plant parts remember more and transfer what they have learned to solve new problems better than students who learn the same materials without participation. Next, we varied whether the agent's words were presented as speech or on-screen text, and whether the agent's image appeared on the screen. Both with a fictional agent (Experiment 4) and a video of a human face (Experiment 5), students performed better on tests of retention and problem-solving transfer when words were presented as speech rather than on-screen text (producing a modality effect) but visual presence of the agent did not affect test performance (producing no image effect). Results support the introduction of interactive pedagogical agents who communicate with students via speech to promote meaningful learning in multimedia lessons.
引用
收藏
页码:177 / 213
页数:37
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