The persona effect: affective impact of animated pedagogical agents
Proceedings of the ACM SIGCHI Conference on Human factors in computing systems
Increasing believability in animated pedagogical agents
AGENTS '97 Proceedings of the first international conference on Autonomous agents
The impact of animated interface agents: a review of empirical research
International Journal of Human-Computer Studies
The Persona Effect: How Substantial Is It?
HCI '98 Proceedings of HCI on People and Computers XIII
The impact of learner attributes and learner choice in an agent-based environment
Computers & Education
Developing web fully-integrated conversational assistant agents
Proceedings of the 2012 ACM Research in Applied Computation Symposium
Animated agents and learning: Does the type of verbal feedback they provide matter?
Computers & Education
International Journal of Mobile and Blended Learning
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Research suggests that students learn better when studying a picture coupled with narration rather than on-screen text in a computer-based multimedia learning environment. Moreover, combining narration with the visual presence of an animated pedagogical agent may also encourage students to process information deeper than narration or on-screen text alone. The current study was designed to evaluate three effects among students learning about the human cardiovascular system: the modality effect (narration vs. on-screen text), the embodied agent effect (narration+agent vs. on-screen text), and the image effect (narration+agent vs. narration). The results of this study document large and significant embodied agent and image effects on the posttest (particularly retention items) but surprisingly no modality effect was found. Overall, the results suggest that incorporating an animated pedagogical agent - programmed to coordinate narration with gaze and pointing - into a science-focused multimedia learning environment can foster learning.