Effectiveness of Multimedia Pedagogical Agents Predicted by Diverse Theories: A Meta-Analysis

Autor/inn/en	Castro-Alonso, Juan C.; Wong, Rachel M.; Adesope, Olusola O.; Paas, Fred
Titel	Effectiveness of Multimedia Pedagogical Agents Predicted by Diverse Theories: A Meta-Analysis
Quelle	In: Educational Psychology Review, 33 (2021) 3, S.989-1015 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Castro-Alonso, Juan C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-020-09587-1
Schlagwörter	Teaching Methods; Multimedia Instruction; Meta Analysis; Instructional Effectiveness; Gender Differences; Nonverbal Communication; Motion; Physical Characteristics; Prediction; Cognitive Ability; Networks; Effect Size; Learning Processes; Learning Theories; Computer Assisted Instruction + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Multimediales Lernen; Meta-analysis; Metaanalyse; Unterrichtserfolg; Geschlechterkonflikt; Non-verbal communication; Nonverbale Kommunikation; Bewegungsablauf; Körperliche Erscheinung; Vorhersage; Denkfähigkeit; Learning process; Lernprozess; Learning theory; Lerntheorie; Computer based training; Computerunterstützter Unterricht
Abstract	Multimedia pedagogical agents are on-screen characters that allow users to navigate or learn in multimedia environments. Several agents' characteristics may moderate their instructional effectiveness, including appearance, gender, nonverbal communication, motion, and voice. Here, we conducted a meta-analysis to test hypotheses from diverse theories predicting the effects of these agents' characteristics. We tested predictions of cognitive load theory, cognitive theory of multimedia learning, computers are social actors, social agency theory, uncanny valley, and the action observation network. Our meta-analysis of 32 effect sizes (N = 2104) revealed a small overall effect (g+ = 0.20), showing that learning with multimedia pedagogical agents was more effective than learning without these agents. As predicted by the redundancy effect of cognitive load theory and the coherence principle of cognitive theory of multimedia learning, 2D agents (g+ = 0.38) tended to be more effective than 3D agents (g+ = 0.11). As predicted by the computers are social actors hypothesis, most of the agents' characteristics, including nonverbal communication, motion, and voice, appeared not to moderate their effectiveness. We conclude that multimedia pedagogical agents help learning through multimedia, and that students may be able to learn similarly from different types of agents. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01