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

• In Event: Cognitive Principles in Technology Environments

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