Exploring gesture frequencies and images in multimedia environments with pedagogical agents.
Background: Gestures are an integral component in human‐to‐human communication when the speaker is visually present to the listener. In the past several years, research has examined how computer‐generated pedagogical agents can be designed to perform the four main gesture types and what this means f...
| Publicado en: | Journal of Computer Assisted Learning Vol. 40; no. 6; pp. 3055 - 3072 |
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| Autores principales: | , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=180899684&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 180899684 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2024 vid: 40 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 180899684 178966421 180899684 180899684 10.1111/jcal.13053 180899684 ppf: 3055 ppct: 17 formats: tig: atl: Exploring gesture frequencies and images in multimedia environments with pedagogical agents. aug: au: Davis, Robert O. Lee, Yong‐Jik Vincent, Joseph Wan, Lili affil: Department of Education, Chonnam National University, Gwangju, South Korea sug: subj: Learning Methods Multimedia Body Language Educational Technology User-Computer Interface Visual Perception Attention Human Teaching Methods Multimethod Studies Quantitative Studies Linear Regression Experimental Studies South Korea Male Female Male Female ab: Background: Gestures are an integral component in human‐to‐human communication when the speaker is visually present to the listener. In the past several years, research has examined how computer‐generated pedagogical agents can be designed to perform the four main gesture types and what this means for agent persona and learning outcomes. The research into agent gesturing has only explored gestures without other presentation strategies such as visual aids or verbal redundancy to properly explore the impact of gestures, and to avoid overly "rich" displays of information. Objective: The objective of this study is to explore the use of static images and varying frequencies of gestures to assess whether two visual inputs increases the risk of the split‐attention effect, and to investigate the potential for visual redundancy when two visual inputs coincide with narration. Data on cognitive load, agent persona, and learning outcomes (recall and transfer) will be collected to measure participants' learning experience while acquiring procedural knowledge, specifically regarding the principles of lightning, in comparison to previous research. Method: A mixed methods approach consisted of three gesture frequency conditions (enhanced, average, no) with 118 participants. Quantitative data were analysed using a random‐effect linear regression model; whereas qualitative data was collected through individual interviews that lasted 15–20 min. Results and Conclusions: The use of enhanced gesture frequency and images may significantly increase intrinsic cognitive load, but gestures and images do not cause extraneous cognitive load. The enhanced gesture condition significantly outperformed the no‐gesture condition. Interviews indicated that depending upon the gesture condition, students selectively attended to information that they perceived as offering them the greatest learning opportunity. Using two visual inputs does not cause split‐attention, nor does it provide evidence of a visual redundancy effect. Lay Description: What is already known about this topic: The redundancy of printed text with images can decrease learning.Learners can manage short segments of redundancy effectively.Gestures are nonverbal cues that communicate and can elicit imagery.Full gestures at an enhanced frequency can increase learning even without images. What this paper adds: Static images and gestures do not cause redundancy (extraneous cognitive load)Students strategically attend to multiple visual inputs based on the perceived benefit.Enhanced gestures combined with static images can increase the transfer of information. Implications for practice and/or policy: There is no evidence to suggest that two redundant types of visual information violate the redundancy principle.Multiple information inputs may not decrease learning; instead, they may allow students to implement learning strategies that are catered to their individual needs. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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