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Autor/inn/enSchroeder, Noah L.; Adesope, Olusola O.
TitelA Systematic Review of Pedagogical Agents' Persona, Motivation, and Cognitive Load Implications for Learners
QuelleIn: Journal of Research on Technology in Education, 46 (2014) 3, S.229-251 (23 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1539-1523
DOI10.1080/15391523.2014.888265
SchlagwörterAffective Measures; Outcome Measures; Motivation; Professional Identity; Cognitive Processes; Difficulty Level; Literature Reviews; Aptitude Treatment Interaction; Animation; Multimedia Materials; Computer Managed Instruction; Design Preferences; Instructional Material Evaluation
AbstractAfter more than a decade of pedagogical agent research, this review synthesizes the affective implications of learning with pedagogical agents. The review investigates different affective measures within 99 pedagogical agent outcome measures. The results suggest that learners may prefer pedagogical agents compared to non-agent control conditions, and pedagogical agents may provide motivational benefits for some populations under certain conditions. However, it is unclear whether pedagogical agents impose extraneous cognitive load. Overall, consistent with research around learning outcomes (Mayer, Dow, & Mayer, 2003), the results suggest that the image of the agent may not be necessary for the learner to receive the affective benefits of the interaction. We delineate limitations of the current study and future research directions. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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