Adding Pedagogical Agents Who Point or Trace to Children’s Instructional Videos

• In Event: AERA Poster Session Wednesday 9:45am
  In Poster Session: Diverse Learners and Inclusive Teaching Practices

Abstract

This study examined how animated pedagogical agents using tracing or pointing gestures affect children's learning from video lessons with static or dynamic illustrations. In Experiment 1, children (aged 10-12) who viewed a video with a gesturing agent performed better on retention and transfer tests and reported higher motivation and germane cognitive load than those without an agent. In Experiment 2, both tracing and pointing gestures improved learning compared to no gestures, but tracing led to better outcomes and higher germane load. In Experiment 3, pointing gestures worked better with dynamic visuals, while tracing gestures were more effective with static visuals. Tracing gestures consistently enhanced retention, germane load, social presence, and motivation. These findings support the signaling and embodiment principles.

Authors

• Meixia Cheng, Central China Normal University

• Fuxing Wang, Central China Normal University

• Xiaoxue Leng, Central China Normal University