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ERIC Number: EJ1070092
Record Type: Journal
Publication Date: 2015
Pages: 8
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: EISSN-1436-4522
Effects of Cueing by a Pedagogical Agent in an Instructional Animation: A Cognitive Load Approach
Yung, Hsin I.; Paas, Fred
Educational Technology & Society, v18 n3 p153-160 2015
This study investigated the effects of a pedagogical agent that cued relevant information in a story-based instructional animation on the cardiovascular system. Based on cognitive load theory, it was expected that the experimental condition with the pedagogical agent would facilitate students to distinguish between relevant and irrelevant information, and therefore lead to higher learning outcomes and lower cognitive load than the control condition without a pedagogical agent. Based on 133 seventh-grade students as participants, the results confirmed the hypotheses, indicating that the pedagogical agent had a more positive effect on learning outcomes and resulted in a more favorable relationship between learning outcomes and cognitive load. The results are discussed in terms of theoretical and practical implications for designing instructional animation.
International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; High Schools; Grade 7; Junior High Schools; Middle Schools; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan