How Do Individual Differences of Perceived Emotion Utility Effect Attention Toward Pedagogical Agents in Multimedia Learning?

• In Event: Self-Regulated Learning and Motivation in Technology

Abstract

Self-regulating during complex multimedia learning is challenging, but advanced learning technologies can support regulation via pedagogical agents (PAs). However, it is not understood how abstract scaffolding, like non-verbal communication via PAs, affects learning. Using growth modeling, we studied how long learners attend to a nonverbal metacognitive PA controlling for participant-level characteristics (perceived utility of self- and other-centered positive and negative emotions) and characteristics of the agent-provided information (expression type and congruency). Our results suggest learners attended less over time, but this rate was weaker during congruent expressions. Furthermore, we found only perceived utility of other-centered negative emotions had a significant effect suggesting learners consult agents to avoid embarrassment or shame. Suggestions for individualizing multimedia learning applications for adaptivity are discussed.

Authors

• Megan Wiedbusch, University of Central Florida

• Daryn Dever, University of Central Florida

• Roger Azevedo, University of Central Florida