Optimising Multimedia Learning: Effects of Pedagogical Agents' Appearance and Voice

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2025-07-14 DOI:10.1111/jcal.70101

Mengshi Xiao, Weizi Li, Lei Han, Shasha Zheng

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引用次数: 0

Abstract

Background

In multimedia learning environments, pedagogical agents have emerged as an innovative tool to enhance digital instruction, yet optimising their design for maximal learning effectiveness remains underexplored.

Objectives

This study aimed to investigate how specific design elements of pedagogical agents, namely appearance and voice type, affect multimedia learning performance.

Methods

A 2 (appearance: formal vs. informal) × 2 (voice type: human vs. engine-generated voice) between-subjects design was employed, incorporating eye-tracking technology. A total of 115 participants completed a multimedia learning module on chemical synaptic transmission. Learning outcomes were assessed using retention and transfer tests. Learner perceptions were measured across five indicators: social perception, perceived difficulty, lecture engagement, situational interest, and cognitive load.

Results and Conclusions

Pedagogical agents with a formal appearance positively influenced learning outcomes, increasing fixation duration and fixation count, while reducing perceived material difficulty and intrinsic load. Agents with human voices similarly enhanced learning outcomes, increasing fixation counts, social perception, lecture engagement, and situational interest, while reducing perception difficulty, intrinsic load and extraneous load. The combination of a human voice and formal appearance produced the greatest benefits in learning performance. Meanwhile, compared to the combination of informal appearance and engine-generated voice, the formal appearance with a human voice indirectly affected learning outcomes by reducing perceived difficulty, intrinsic load and extraneous load. It also indirectly increased fixation count through enhanced social perception, lecture engagement and situational interest. These findings advance our understanding of the role of pedagogical agents in multimedia learning and offer valuable insights for designing effective instructional tools that maximise engagement and learning outcomes.

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优化多媒体学习：教学代理的外观和声音的影响

在多媒体学习环境中，教学代理已经成为一种创新的工具，以增强数字教学，但优化他们的设计，以最大限度地提高学习效率仍有待探索。目的本研究旨在探讨教学代理的特定设计元素，即外观和语音类型如何影响多媒体学习绩效。方法采用2（外观：正式vs.非正式）× 2（声音类型：人工vs.引擎生成的声音）受试者间设计，结合眼动追踪技术。共有115名参与者完成了化学突触传递的多媒体学习模块。学习成果评估使用保留和转移测试。学习者感知通过五个指标来衡量：社会感知、感知困难、课堂参与、情境兴趣和认知负荷。结果与结论具有正式外观的教学代理人对学习效果有积极影响，增加了注视时间和注视次数，同时降低了感知材料难度和内在负荷。具有人类声音的智能体同样提高了学习效果，增加了注视次数、社会感知、演讲参与度和情境兴趣，同时降低了感知难度、内在负荷和外在负荷。人声和正式外表的结合在学习表现上产生了最大的好处。同时，与非正式外观与引擎生成语音的组合相比，带有人声的正式外观通过降低感知难度、内在负荷和外在负荷间接影响学习效果。它还通过增强社会感知、课堂参与和情境兴趣间接增加了固定计数。这些发现促进了我们对教学代理在多媒体学习中的作用的理解，并为设计有效的教学工具提供了有价值的见解，从而最大限度地提高参与度和学习成果。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope