Animated pedagogical agents in multimedia educational environments: Effects of agent properties, picture features, and redundancy

Scotty Craig, Barry Gholson, David M. Driscoll

Research output: Contribution to journalArticle

230 Citations (Scopus)

Abstract

Two experiments explored the integration of animated agents into multimedia environments in the context of R. E. Mayer's (2001) cognitive theory of multimedia learning. Experiment 1 was a 3 (agent properties: agent only, agent with gesture, no agent) × 3 (picture features: static picture, sudden onset, animation) design. Agent properties produced no significant effects. Both sudden onset and animation conditions facilitated performance relative to the static-picture condition. In Experiment 2, we explored the effects of printed text, spoken narration, and spoken narration with the printed text, in a multimedia environment that included an agent, to investigate effects of redundancy. The spoken-narration-only condition outperformed the other 2, with no differences between printed text and printed text with spoken narration.

Original languageEnglish (US)
Pages (from-to)428-434
Number of pages7
JournalJournal of Educational Psychology
Volume94
Issue number2
DOIs
StatePublished - 2002
Externally publishedYes

Fingerprint

Narration
Multimedia
narration
redundancy
multimedia
experiment
Gestures
cognitive theory
Learning
learning
performance

ASJC Scopus subject areas

  • Developmental and Educational Psychology

Cite this

Animated pedagogical agents in multimedia educational environments : Effects of agent properties, picture features, and redundancy. / Craig, Scotty; Gholson, Barry; Driscoll, David M.

In: Journal of Educational Psychology, Vol. 94, No. 2, 2002, p. 428-434.

Research output: Contribution to journalArticle

@article{4f14142f632a476889aeb027dce6b590,
title = "Animated pedagogical agents in multimedia educational environments: Effects of agent properties, picture features, and redundancy",
abstract = "Two experiments explored the integration of animated agents into multimedia environments in the context of R. E. Mayer's (2001) cognitive theory of multimedia learning. Experiment 1 was a 3 (agent properties: agent only, agent with gesture, no agent) × 3 (picture features: static picture, sudden onset, animation) design. Agent properties produced no significant effects. Both sudden onset and animation conditions facilitated performance relative to the static-picture condition. In Experiment 2, we explored the effects of printed text, spoken narration, and spoken narration with the printed text, in a multimedia environment that included an agent, to investigate effects of redundancy. The spoken-narration-only condition outperformed the other 2, with no differences between printed text and printed text with spoken narration.",
author = "Scotty Craig and Barry Gholson and Driscoll, {David M.}",
year = "2002",
doi = "10.1037/0022-0663.94.2.428",
language = "English (US)",
volume = "94",
pages = "428--434",
journal = "Journal of Educational Psychology",
issn = "0022-0663",
publisher = "American Psychological Association Inc.",
number = "2",

}

TY - JOUR

T1 - Animated pedagogical agents in multimedia educational environments

T2 - Effects of agent properties, picture features, and redundancy

AU - Craig, Scotty

AU - Gholson, Barry

AU - Driscoll, David M.

PY - 2002

Y1 - 2002

N2 - Two experiments explored the integration of animated agents into multimedia environments in the context of R. E. Mayer's (2001) cognitive theory of multimedia learning. Experiment 1 was a 3 (agent properties: agent only, agent with gesture, no agent) × 3 (picture features: static picture, sudden onset, animation) design. Agent properties produced no significant effects. Both sudden onset and animation conditions facilitated performance relative to the static-picture condition. In Experiment 2, we explored the effects of printed text, spoken narration, and spoken narration with the printed text, in a multimedia environment that included an agent, to investigate effects of redundancy. The spoken-narration-only condition outperformed the other 2, with no differences between printed text and printed text with spoken narration.

AB - Two experiments explored the integration of animated agents into multimedia environments in the context of R. E. Mayer's (2001) cognitive theory of multimedia learning. Experiment 1 was a 3 (agent properties: agent only, agent with gesture, no agent) × 3 (picture features: static picture, sudden onset, animation) design. Agent properties produced no significant effects. Both sudden onset and animation conditions facilitated performance relative to the static-picture condition. In Experiment 2, we explored the effects of printed text, spoken narration, and spoken narration with the printed text, in a multimedia environment that included an agent, to investigate effects of redundancy. The spoken-narration-only condition outperformed the other 2, with no differences between printed text and printed text with spoken narration.

UR - http://www.scopus.com/inward/record.url?scp=0035997836&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0035997836&partnerID=8YFLogxK

U2 - 10.1037/0022-0663.94.2.428

DO - 10.1037/0022-0663.94.2.428

M3 - Article

AN - SCOPUS:0035997836

VL - 94

SP - 428

EP - 434

JO - Journal of Educational Psychology

JF - Journal of Educational Psychology

SN - 0022-0663

IS - 2

ER -