Fostering Multimedia Learning of Science: Exploring the Role of an Animated Agent's Image

Autor/inn/en	Dunsworth, Qi; Atkinson, Robert K.
Titel	Fostering Multimedia Learning of Science: Exploring the Role of an Animated Agent's Image
Quelle	In: Computers & Education, 49 (2007) 3, S.677-690 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2005.11.010
Schlagwörter	Narration; Human Body; Educational Environment; Multimedia Instruction; Animation; Learning Modalities; Learning Strategies; Learning Processes; Educational Technology; Computer Assisted Instruction; Teaching Methods; Virtual Classrooms; Science Instruction; Pretests Posttests; Retention (Psychology) + Suchen Sie Ihr Suchwort? Menschlicher Körper; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Multimediales Lernen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Learning process; Lernprozess; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Merkfähigkeit
Abstract	Research suggests that students learn better when studying a picture coupled with narration rather than on-screen text in a computer-based multimedia learning environment. Moreover, combining narration with the visual presence of an animated pedagogical agent may also encourage students to process information deeper than narration or on-screen text alone. The current study was designed to evaluate three effects among students learning about the human cardiovascular system: the modality effect (narration vs. on-screen text), the embodied agent effect (narration + agent vs. on-screen text), and the image effect (narration + agent vs. narration). The results of this study document large and significant embodied agent and image effects on the posttest (particularly retention items) but surprisingly no modality effect was found. Overall, the results suggest that incorporating an animated pedagogical agent--programmed to coordinate narration with gaze and pointing--into a science-focused multimedia learning environment can foster learning. (Author).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10