How to guide learners' processing of multimedia lessons with pedagogical agents
How to guide learners' processing of multimedia lessons with pedagogical agents
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DOI：
10.1016/j.learninstruc.2022.101729
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发表时间：
2023
影响因子：
6.2
通讯作者：
Wenjing Li;Fuxing Wang;R. Mayer
中科院分区：
文献类型：
--
作者：
Wenjing Li;Fuxing Wang;R. Mayer
两个实验研究了教学代理人（PA）的指向手势，眼睛凝视，和眼神接触对学习过程（测量学习者的眼睛固定在相关元素）和学习成果（测量保留和转移测试成绩）与神经传输的多媒体课程的影响。在实验1中，有PA看，并指出相关的元素，因为她讲课导致更多的眼睛固定在图形的相关部分和更好的保留和转移测试成绩。与学习者保持目光接触有助于提高记忆力测试成绩，并增加他们对相关元素的注视，当PA也看着并指向图形时。在实验2中，PA的指向手势作为一个独立的功能，导致更好的保留测试分数和更多的固定在相关元素的图形，但眼睛注视方向没有。这些发现有助于扩展体现原则。
Two experiments examined the effects of a pedagogical agent's (PA's) pointing gestures, eye gaze, and eye contact on learning processes (measured by learners' eye fixations on relevant elements) and learning outcomes (as measured by retention and transfer test scores) with a multimedia lesson on neural transmission. In Experiment 1, having the PA look at and point to relevant elements as she lectured led to more eye fixations on the relevant portion of the graphic and better retention and transfer test scores. Keeping eye contact with learners tended to improve retention test scores and increased their eye fixations on relevant elements when the PA also looked at and pointed to the graphic. In Experiment 2, the PA's pointing gestures as a stand-alone feature caused better retention test scores and more fixations on relevant elements of the graphic, but eye gaze direction did not. These findings help extend the embodiment principle.