The purpose of this study was to examine the effects of an animated agent that provides instructional scaffolding strategies via a story mnemonic or cuing question with feedback versus instructional scaffolding strategies alone on student achievement of different educational objectives in multimedia learning. Specifically, the study investigated the effects of two animated agent conditions (with an animated agent, without an animated agent) with two instructional scaffolding strategies (story mnemonic and cuing questions with feedback) on knowledge and comprehension when controlling prior knowledge and field dependence/independence (field independence/dependence) in multimedia learning. MANCOVA results indicated no significant differences between the animated agent conditions and the instructional scaffolding strategies or the interactions between the two factors on items associated with manipulated screens when controlling for prior knowledge on knowledge. Similar results were found for the comprehension. No significant main effects were found for instructional scaffolding strategies or the interaction between the two animated agent conditions and instructional scaffolding strategies. In addition, a significant interaction was found between the animated agent conditions and field dependence/independence on comprehension. That is, when the animated agent was absent, field dependent learners scored significantly higher than field independent learners. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]