{"title":"优化多媒体学习：教学代理的外观和声音的影响","authors":"Mengshi Xiao, Weizi Li, Lei Han, Shasha Zheng","doi":"10.1111/jcal.70101","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Objectives</h3>\n \n <p>This study aimed to investigate how specific design elements of pedagogical agents, namely appearance and voice type, affect multimedia learning performance.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Results and Conclusions</h3>\n \n <p>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.</p>\n </section>\n </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1000,"publicationDate":"2025-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Optimising Multimedia Learning: Effects of Pedagogical Agents' Appearance and Voice\",\"authors\":\"Mengshi Xiao, Weizi Li, Lei Han, Shasha Zheng\",\"doi\":\"10.1111/jcal.70101\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>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.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Objectives</h3>\\n \\n <p>This study aimed to investigate how specific design elements of pedagogical agents, namely appearance and voice type, affect multimedia learning performance.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>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.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results and Conclusions</h3>\\n \\n <p>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.</p>\\n </section>\\n </div>\",\"PeriodicalId\":48071,\"journal\":{\"name\":\"Journal of Computer Assisted Learning\",\"volume\":\"41 4\",\"pages\":\"\"},\"PeriodicalIF\":5.1000,\"publicationDate\":\"2025-07-14\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Computer Assisted Learning\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/jcal.70101\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Computer Assisted Learning","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/jcal.70101","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Optimising Multimedia Learning: Effects of Pedagogical Agents' Appearance and Voice
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.
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
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