When Agents (Re)appear: Do Animated Agents in Learning and Testing Support Retrieval or Social Processes?

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

Abstract

Animated agents are widely studied in instructional videos, but their role in test situations remains unclear. This preregistered online experiment (N=143) examined whether animated agents act as retrieval or social cues during testing. Participants watched eight short instructional videos either with or without visible animated agents. In the subsequent knowledge test, text questions were either read aloud by visible agents, read aloud without visible agents, or presented as text-only. Preliminary analyses showed no performance benefits of agents’ presence during testing or agents’ repeated presence during both learning and testing. However, visible agents during learning reduced learners’ extraneous cognitive load and enhanced enjoyment. These preliminary results suggest that whereas agents may not support retrieval, their presence during learning improves learners’ experience.

Authors

• Christina Sondermann, German Institute for Adult Education

• Sina Lenski, German Institute for Adult Education - Leibniz Centre for Lifelong Learning

• Martin Merkt, German Institute for Adult Education - Leibniz Centre for Lifelong Learning