ERIC Number: EJ1157979
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
The Influence of a Pedagogical Agent on Learners' Cognitive Load
Schroeder, Noah L.
Educational Technology & Society, v20 n4 p138-147 2017
According to cognitive load theorists, the incorporation of extraneous features, such as pedagogical agents, into the learning environment can introduce extraneous cognitive load and thus interfere with learning outcome scores. In this study, the influence of a pedagogical agent's presence in an instructional video was compared to a video that did not contain a pedagogical agent. The results indicated no significant differences on a multiple choice learning outcome measure or on a perceived mental effort measure that was rated both after the instructional sequence and after completion of the post-test. In addition, no significant differences were found between groups in relation to their training efficiency or instructional efficiency. Accordingly, the position that the mere appearance of a pedagogical agent in the learning environment increases the cognitive load imposed by a learning task should be re-examined.
Descriptors: Teaching Methods, Cognitive Processes, Difficulty Level, Teacher Influence, Video Technology, Educational Technology, Outcomes of Education, Multiple Choice Tests, Pretests Posttests, Comparative Analysis, Instructional Effectiveness, Efficiency, Computer Simulation, Likert Scales, Preservice Teachers
International Forum of Educational Technology & Society. Available from: National Sun Yat-sen University. Department of Information Management, 70, Lien-Hai Rd, Kaohsiung, 80424, Taiwan. Web site: http://www.ifets.info
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A