The persona effect: affective impact of animated pedagogical agents
Proceedings of the ACM SIGCHI Conference on Human factors in computing systems
The impact of animated interface agents: a review of empirical research
International Journal of Human-Computer Studies
Simulating Instructional Roles through Pedagogical Agents
International Journal of Artificial Intelligence in Education
Designing nonverbal communication for pedagogical agents: When less is more
Computers in Human Behavior
Making the abstract concrete: Visualizing mathematical solution procedures
Computers in Human Behavior
The impact of learner attributes and learner choice in an agent-based environment
Computers & Education
Motivating agents in software tutorials
Computers in Human Behavior
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The current study was conducted to investigate the effects of an animated agent's presence and different types of feedback on learning, motivation and cognitive load in a multimedia-learning environment designed to teach science content. Participants were 135 college students randomly assigned to one of four experimental conditions formed by a 2 x 2 factorial design with agent presence as one factor (agent vs. no-agent) and type of verbal feedback it provided as the other factor (simple feedback vs. elaborate feedback). Results revealed that participants who learned with the animated agent that delivered elaborate feedback had significantly higher scores on a learning measure compared to participants who learned with an agent that provided simple feedback. The results are interpreted from both social agency and cognitive load theoretical perspectives.