Using virtual peers to guide visual attention during learning. A test of the persona hypothesis.

Autor/inn/en	Moreno, Roxana; Reislein, Martin; Ozogul, Gamze
Titel	Using virtual peers to guide visual attention during learning. A test of the persona hypothesis.
Quelle	In: Journal of media psychology, 22 (2010) 2, S. 52-60 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1864-1105; 2151-2388
DOI	10.1027/1864-1105/a000008
Schlagwörter	Kognitive Entwicklung; Verbale Kommunikation; Künstliche Intelligenz; Multimedia; Lernforschung; Lernumgebung; Lernhilfe; Peer Group; Audiovisuelles Medium; Unterrichtsmedien; Modellversuch; Visuelle Kommunikation; E-Learning
Abstract	This study tested the hypothesis that animated pedagogical agents (APAs) can effectively support students' learning by signaling visual information in multiple-representation learning environments. Novice students learned about electrical circuit analysis with an agent-based instructional program that included circuit diagrams and the corresponding Cartesian graphs. For some students, attention to relevant parts of the display was guided by an animated arrow (A group) or the deictic movements of a pedagogical agent (P group). A control (C) group learned with no visual attention-guiding method. Group P outperformed groups C and A on a posttest and gave lower difficulty ratings than group C. The findings suggest that a promising function of APAs is to support students' cognitive processing during learning. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2011/2