Using a Pedagogical Agent to Deliver Conversational-Styled Instruction: What Benefits Can You Obtain?

• In Event: AERA Poster Session 5
  In Poster Session: Improving Technology Practices Through Innovative Design and Integration Methods

Abstract

The purpose of the study was to investigate the effects of two social cues on learning outcomes, cognitive load, and intrinsic motivation in a computer-based environment. Ninety-eight Chinese college students were randomly assigned into one of four experimental conditions formed by a 2 (agent vs. no agent) X 2 (conversational style vs. formal style) factorial design. Results revealed that (a) learning with a pedagogical agent was more interesting than learning without a pedagogical agent; (b) learning from a lesson written in a conversational style enhanced retention but also resulted in increased pressure; and (c) a pedagogical agent delivering conversational-styled instruction led to an increase in mental effort, but conversational-styled instruction alone without a pedagogical agent reduced learners’ perceived difficulty.

Authors

• Lijia Lin, East China Normal University

• Paul W. Ginns, The University of Sydney