The Case for Social Agency in Computer-Based Teaching: Do Students Learn More Deeply When They Interact With Animated Pedagogical Agents?

By Roxana Moreno, Richard E. Mayer, Hiller A. Spires, James C. Lester. 2001

933 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/276fba183e860db6c9ee6adc8e9f0d5d497d61d0

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Artificial Intelligence

In Developmental and Educational Psychology

Citations in the corpus

Fostering social agency in multimedia learning: Examining the impact of an animated agent’s voice ☆ (2005, background): “…transfer performance if they experience a simulated human-to-human connection with the computer via an animated agent, Moreno and her colleagues (Moreno et al., 2001) conducted a series of experiments regarding the presence or absence of an animated agent in conjunction with the delivery of…”
When worked examples don't work: Is cognitive load theory at an Impasse?☆ (2006, methodology): “Examples are using self-explanation prompts (Chi et al., 1989), using mixed-initiative problem solving (Moreno et al., 2001), presenting incomplete examples (Paas, 1992; Renkl et al., 2002), and providing learners with subgoals (Atkinson, Catrambone, & Merrill, 2003; Catrambone, 1996, 1998; Gerjets…”
How to Optimize Learning From Animated Models: A Review of Guidelines Based on Cognitive Load (2008, background): “that these social cues prime conversation and so engage the learner in efforts to make sense of what the multimedia instruction is saying (Moreno et al., 2001).”
Simulating Instructional Roles through Pedagogical Agents (2005, background): “Students interacting with animated pedagogical agents have been shown to demonstrate deeper learning and higher motivation (Atkinson, 2002; Baylor, 2002b; D. M. Driscoll et al., 2002; Moreno et al., 2001).”
Handbook of Research on Learning and Instruction (2011, background): “The situated nature of the catchable passing task enhances learners’ understandings not only of how to perform a throw and a catch, but also when and where to pass, increasing students’ opportunities for success in complex game situations (Rink, 2014).”
The Import of Knowledge Export: Connecting Findings and Theories of Transfer of Learning (2012, background): “For instance, Mayer and colleagues report several studies in which the presentation of visual material that was accompanied by oral narration led to better learning and transfer than the simultaneous presentation of visual material and text (eg, Mayer & Moreno, 1998 ; Moreno & Mayer, 1999 ; Moreno”
Interactive Multimodal Learning Environments (2007, methodology): “…manipulating interactivity) had higher far problem solving transfer scores (effect sizes of d =1.49 and 1.34, respectively) and perceived the learning experience as more interesting (effect sizes of d =0.85 and 0.78, respectively) than those who learned with direct instruction (Moreno et al. 2001).”
A review of the applicability of robots in education (2013, result): “Similar results have been obtained in [27], where a social agent was found to generate much more interest as compared to a less social agent and in [13], where a more social robot led to higher post-test scores while teaching a foreign language to primary school children in a study conducted by HRI ”
Heavy social networking and online compulsive buying: the mediating role of financial social comparison and materialism (2021, background): “Moreover, SNSs are appealing as they stimulate multiple physical senses via text, pictures, videos etc. conveying “rich” information cues that youths find engaging, enjoyable, and interesting (Moreno et al., 2001; Xu & Tan, 2012).”
Anti-Phishing Phil: the design and evaluation of a game that teaches people not to fall for phish (2007, background): “Studies have demonstrated that students in story-based agent conditions perform better in learning than in non-story-based agent conditions [24], [28].”