Journal ArticleDOI
The Case for Social Agency in Computer-Based Teaching: Do Students Learn More Deeply When They Interact With Animated Pedagogical Agents?
TLDR
The authors found that students who participate in the design of plant parts remember more and transfer what they have learned to solve new problems better than students who learn the same materials without participation, regardless of whether the agent's words were presented as speech or on-screen text.Abstract:
College students (in Experiment 1) and 7th-grade students (in Experiment 2) learned how to design the roots, stem, and leaves of plants to survive in 8 different environments through a computer-based multimedia lesson They learned by interacting with an animated pedagogical agent who spoke to them (Group PA) or received identical graphics and explanations as on-screen text without a pedagogical agent (Group No PA) Group PA outperformed Group No PA on transfer tests and interest ratings but not on retention tests To investigate further the basis for this personal agent effect, we varied the interactivity of the agent-based lesson (Experiment 3) and found an interactivity effect: Students who participate in the design of plant parts remember more and transfer what they have learned to solve new problems better than students who learn the same materials without participation Next, we varied whether the agent's words were presented as speech or on-screen text, and whether the agent's image appeared on theread more
Citations
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Journal ArticleDOI
Nine Ways to Reduce Cognitive Load in Multimedia Learning
Richard E. Mayer,Roxana Moreno +1 more
TL;DR: The analysis shows that cognitive load is a central consideration in the design of multimedia instruction because it exceeds the learner's available cognitive capacity.
Journal ArticleDOI
A meta-analysis of the cognitive and motivational effects of serious games
TL;DR: In this article, the authors used meta-analytic techniques to investigate whether serious games are more effective in terms of learning and more motivating than conventional instruction methods (learning: k = 77, N 5,547; motivation:k = 31, N 2,216).
Journal ArticleDOI
Interactive Multimodal Learning Environments Special Issue on Interactive Learning Environments: Contemporary Issues and Trends
Roxana Moreno,Richard E. Mayer +1 more
TL;DR: In this paper, a cognitive-affective theory of learning with media from which instructional design principles are derived is presented, and a set of experimental studies in which they found empirical support for five design principles: guided activity, reflection, feedback, control and pretraining.
References
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Book
Mind in Society: The Development of Higher Psychological Processes
TL;DR: In this paper, Cole and Scribner discuss the role of play in children's development and play as a tool and symbol in the development of perception and attention in a prehistory of written language.
Design of Everyday Things
TL;DR: In this article, the authors reveal how smart design is the new competitive frontier, and why some products satisfy customers while others only frustrate them, and how to choose the ones that satisfy customers.
Book
The Architecture of Cognition
TL;DR: Adaptive Control of Thought (ACT*) as mentioned in this paper is a theory of the basic principles of operation built into the cognitive system and is the main focus of Anderson's theory of cognitive architecture.
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