{"title":"互动越强，学习效果越好？研究教学视频中教学代理的互动存在","authors":"Changcheng Wu, Yichun Li, Hailiang Yang, Xinyue Wang, Xuemei Li, Bin Jing","doi":"10.1002/acp.4242","DOIUrl":null,"url":null,"abstract":"<div>\n \n <p>Technological advances in video-based education practices have led to the creation of pedagogical agents (PA), and an important question now is how to optimize their visual presence. This study explored how different PA presence forms in instructional videos influence children's learning. Four videos were created, each featuring a different type of PA presence: continuous presence of a realistic or a virtual panda, alternative or interactive presence of human and panda PAs. In the experiment, 112 third-grade students were randomly assigned to watch one of the videos. Results showed that the interactive presence video led to the highest scores in retention, transfer, learning motivation, social presence, and germane cognitive load. Social presence mediated the influence of interactive presence on retention, whereas social presence and germane cognitive load mediated the influence on transfer. The findings confirm and better clarify the benefits of introducing interactive PA presence design in children's video learning.</p>\n </div>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":null,"pages":null},"PeriodicalIF":2.1000,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The Greater the Interaction, the Stronger the Learning Performance? Examining Pedagogical Agents' Interactive Presence in Instructional Videos\",\"authors\":\"Changcheng Wu, Yichun Li, Hailiang Yang, Xinyue Wang, Xuemei Li, Bin Jing\",\"doi\":\"10.1002/acp.4242\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n <p>Technological advances in video-based education practices have led to the creation of pedagogical agents (PA), and an important question now is how to optimize their visual presence. This study explored how different PA presence forms in instructional videos influence children's learning. Four videos were created, each featuring a different type of PA presence: continuous presence of a realistic or a virtual panda, alternative or interactive presence of human and panda PAs. In the experiment, 112 third-grade students were randomly assigned to watch one of the videos. Results showed that the interactive presence video led to the highest scores in retention, transfer, learning motivation, social presence, and germane cognitive load. Social presence mediated the influence of interactive presence on retention, whereas social presence and germane cognitive load mediated the influence on transfer. The findings confirm and better clarify the benefits of introducing interactive PA presence design in children's video learning.</p>\\n </div>\",\"PeriodicalId\":48281,\"journal\":{\"name\":\"Applied Cognitive Psychology\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.1000,\"publicationDate\":\"2024-09-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Applied Cognitive Psychology\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1002/acp.4242\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"PSYCHOLOGY, EXPERIMENTAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Applied Cognitive Psychology","FirstCategoryId":"102","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/acp.4242","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, EXPERIMENTAL","Score":null,"Total":0}
The Greater the Interaction, the Stronger the Learning Performance? Examining Pedagogical Agents' Interactive Presence in Instructional Videos
Technological advances in video-based education practices have led to the creation of pedagogical agents (PA), and an important question now is how to optimize their visual presence. This study explored how different PA presence forms in instructional videos influence children's learning. Four videos were created, each featuring a different type of PA presence: continuous presence of a realistic or a virtual panda, alternative or interactive presence of human and panda PAs. In the experiment, 112 third-grade students were randomly assigned to watch one of the videos. Results showed that the interactive presence video led to the highest scores in retention, transfer, learning motivation, social presence, and germane cognitive load. Social presence mediated the influence of interactive presence on retention, whereas social presence and germane cognitive load mediated the influence on transfer. The findings confirm and better clarify the benefits of introducing interactive PA presence design in children's video learning.
期刊介绍：
Applied Cognitive Psychology seeks to publish the best papers dealing with psychological analyses of memory, learning, thinking, problem solving, language, and consciousness as they occur in the real world. Applied Cognitive Psychology will publish papers on a wide variety of issues and from diverse theoretical perspectives. The journal focuses on studies of human performance and basic cognitive skills in everyday environments including, but not restricted to, studies of eyewitness memory, autobiographical memory, spatial cognition, skill training, expertise and skilled behaviour. Articles will normally combine realistic investigations of real world events with appropriate theoretical analyses and proper appraisal of practical implications.
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