Animated Pedagogical Agents in Multimedia Educational Environments: Effects of Agent Properties, Picture Features, and Redundancy

by: Scotty D Craig, Barry Gholson, David M Driscoll

Journal of Educational Psychology, Vol. 94, No. 2. (June 2002), pp. 428-434.

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摘要

Two experiments explored the integration of animated agents into multimedia environments in the context of R. E. Mayer's (2001) cognitive theory of multimedia learning. Experiment 1 was a 3 (agent properties: agent only, agent with gesture, no agent) x 3 (picture features: static picture, sudden onset, animation) design. Agent properties produced no significant effects. Both sudden onset and animation conditions facilitated performance relative to the static-picture condition. In Experiment 2, we explored the effects of printed text, spoken narration, and spoken narration with the printed text, in a multimedia environment that included an agent, to investigate effects of redundancy. The spoken-narration-only condition outperformed the other 2, with no differences between printed text and printed text with spoken narration.

@article{citeulike:86359, abstract = {Two experiments explored the integration of animated agents into multimedia environments in the context of R. E. Mayer's (2001) cognitive theory of multimedia learning. Experiment 1 was a 3 (agent properties: agent only, agent with gesture, no agent) x 3 (picture features: static picture, sudden onset, animation) design. Agent properties produced no significant effects. Both sudden onset and animation conditions facilitated performance relative to the static-picture condition. In Experiment 2, we explored the effects of printed text, spoken narration, and spoken narration with the printed text, in a multimedia environment that included an agent, to investigate effects of redundancy. The spoken-narration-only condition outperformed the other 2, with no differences between printed text and printed text with spoken narration.}, author = {Craig, Scotty D. and Gholson, Barry and Driscoll, David M. }, citeulike-article-id = {86359}, journal = {Journal of Educational Psychology}, keywords = {animation, multimedia-learning}, month = {June}, number = {2}, pages = {428--434}, posted-at = {2006-01-25 17:55:40}, priority = {2}, title = {Animated Pedagogical Agents in Multimedia Educational Environments: Effects of Agent Properties, Picture Features, and Redundancy}, url = {http://www.sciencedirect.com/science/article/B6WYD-46CRYYF-K/2/82b1f47c29fa0d9208c7abee9e422e31}, volume = {94}, year = {2002} }

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TY - JOUR ID - citeulike:86359 L3 - citeulike-article-id:86359 TI - Animated Pedagogical Agents in Multimedia Educational Environments: Effects of Agent Properties, Picture Features, and Redundancy JF - Journal of Educational Psychology VL - 94 IS - 2 SP - 428 EP - 434 N2 - Two experiments explored the integration of animated agents into multimedia environments in the context of R. E. Mayer's (2001) cognitive theory of multimedia learning. Experiment 1 was a 3 (agent properties: agent only, agent with gesture, no agent) x 3 (picture features: static picture, sudden onset, animation) design. Agent properties produced no significant effects. Both sudden onset and animation conditions facilitated performance relative to the static-picture condition. In Experiment 2, we explored the effects of printed text, spoken narration, and spoken narration with the printed text, in a multimedia environment that included an agent, to investigate effects of redundancy. The spoken-narration-only condition outperformed the other 2, with no differences between printed text and printed text with spoken narration. KW - animation KW - multimedia-learning AU - Craig, Scotty AU - Gholson, Barry AU - Driscoll, David PY - 2002/06// UR - http://www.sciencedirect.com/science/article/B6WYD-46CRYYF-K/2/82b1f47c29fa0d9208c7abee9e422e31 ER -

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