教学代理(Pedagogical Agent)是为了帮助学习而在屏幕上呈现的人物。研究发现，教学代理对学习的影响并不一致，可能原因是教学代理的社会线索作为重要的代理特征会影响教学代理的有效性。但至今为止，教学代理的社会线索怎样影响学习尚不清楚。为了提高教学代理的适用性和有效性，切实改善网络学习效果，本项目把混合在一起的多种社会线索逐一分离，利用眼动追踪技术和近红外技术结合问卷法通过三个研究7个实验系统考查教学代理的言语特征（讲解方式、声音类型和语调）和非言语特征（形象类型、眼睛注视、视线引导和手势）分别对学习感知、认知加工过程和学习成绩的影响并揭示社会线索影响学习的作用机制。本课题有利于研究者梳理教学代理复杂的研究结果，深入了解教学代理不同社会线索的具体作用并验证社会代理理论，对于教育者设计科学有效的教学代理、提高在线学习效果以及教师利用社会线索提高课堂学习效果都具有指导意义。

Pedagogical agent (PA) is a character presented on the screen to help students learning. Previous studies have shown that the effects of PA on learning were debatable. The possible reason is that social cues of PA as an important feature will affect the effectiveness of PA. But so far, it is not clear how social cues of PA affect learning. To improve the applicability and effectiveness of PA and enhance learning, this project separates mixed social cues one by one and uses eye tracking technology and near-infrared technology combined with questionnaire to examine the influence of verbal characteristics (explanation method, voice type and intonation) and non-verbal characteristics (image type, eye gaze, gaze direction and gesture) of PA on learning perception, cognitive processing and learning achievement respectively and to reveal the mechanism of social cues influencing learning through seven experiments. This topic is beneficial for researchers to sort out the complex results of PA and understand the specific role of different kinds of social cues by PA and verify social agency theory, which has guiding significance not only for educators to design scientific and effective pedagogical agent to improve online learning performance, but also for teachers to use social cues to improve classroom learning.