How the Design of Pedagogical Agents' Verbal Feedback Affects Learning Outcome and Information Processing

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

Abstract

This study utilized eye-tracking technology to investigate if different styles of verbal feedback provided by pedagogical agents affect multimedia learners’ information processing, cognitive load level, and learning outcome. Seventy college students were randomly assigned into groups with pedagogical agents that provided either formal or conversational style of verbal feedbacks. No significant differences were found between the groups on cognitive load level. Conversational group performed significantly better than formal group on posttest items. Conversational group were also found to demonstrate better information processing efficiency on the learning materials. The results echoed Mayer’s (2001) argument that the conversational style of verbal information provided social cues that promoted interactions between learners and the learning materials; and further, achieved better learning performance.

Authors

• Han-Chin Liu, National Chiayi University

• Hsueh-Hua Chuang, National Sun Yat-Sen University