Animated Pedagogical Agents in Multimedia Educational Environments: Effects of Agent Properties, Picture Features, and Redundancy

By Scotty D. Craig, Barry Gholson, David M. Driscoll. 2002

454 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Computer Vision and Pattern Recognition, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/3b00b184973db9efd3ef3e5d859e0ee783fa1433

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

1. Fred Paas
2. John Sweller
3. J. V. van Merriënboer
4. Slava Kalyuga
5. Paul Ayres
6. Tamara van Gog
7. Pieter Wouters
8. Richard E. Mayer

In Computer Vision and Pattern Recognition

1. Slava Kalyuga
2. Fred Paas
3. Paul Ayres
4. Pieter Wouters
5. John Sweller
6. J. V. van Merriënboer
7. Sandra Berney
8. Mireille Bétrancourt

In Experimental and Cognitive Psychology

1. Fred Paas
2. John Sweller
3. J. V. van Merriënboer
4. Tamara van Gog
5. Slava Kalyuga
6. Paul Ayres
7. Huib K. Tabbers
8. Richard E. Mayer

Citations in the corpus

• Do pedagogical agents make a difference to student motivation and learning (2011, background): “…With Mimic; M = 2.02, SD = 1.37/Agent With Mimic + Gestures →ANCOVA: Agent With Mimic + Gestures = Agent With Mimic = No Agent (not significant, no statistics) [11] Craig et al. (2002) N = 71 voice vs. text vs. voice + text Motivation: - Experiment 2 college students (all given by PA, MS…”
• Towards a Framework for Attention Cueing in Instructional Animations: Guidelines for Research and Design (2009, background): “…cueing techniques for pointing out crucial connections between representations in various studies, like flashing to connect related elements (Craig et al. 2002; Jeung et al. 1997), giving related elements the same color (Kalyuga et al. 1999), and orienting cues (i.e., gestures, gaze) as…”
• Instructional Design Consequences of an Analogy between Evolution by Natural Selection and Human Cognitive Architecture (2004, background): “When De Groot’s (1965) work on chess became available to an international audience (it had first been published in 1946), it altered our conception of human cognitive architecture.”
• Cognitive load theory, educational research, and instructional design: some food for thought (2010, background): “This is called the ‘‘redundancy principle’’ (Craig et al. 2002; Diao and Sweller 2007; Sweller 2005; Sweller et al. 1998).”
• THE PSYCHOMETRIC STRUCTURE OF PEDAGOGICAL AGENT PERSONA (2005, background): “Their capacity to facilitate more interactive and meaningful communication between learners and the computer contributes to their effectiveness in supporting learning and motivation (Craig et al., 2002; Lester et al., 1999; Moreno et al., 2000).”
• How to Optimize Learning From Animated Models: A Review of Guidelines Based on Cognitive Load (2008, background): “In another study, Craig, Gholson, and Driscoll (2002) failed to prove the effectiveness of a pedagogical agent with a signaling function.”
• The role of working memory components in multimedia comprehension (2008, background): “It has also been observed in the context of more complex multimedia presentations such as animations (Mayer & Moreno, 1998; Moreno & Mayer, 1999), multimedia presentation of the formation of lightening ( Craig, Gholson, & Driscoll, 2002 ) or virtual learning environments in the botanical field (More”
• The Expertise Reversal Effect (2003, background): “Craig, Gholson, and Driscoll (2002), Kalyuga, Chandler, and Sweller (2000), and Mayer, Heiser, and Lonn (2001) found that identical visual and auditory text was less effective than the auditory text alone.”
• Does animation enhance learning? A meta-analysis (2016, background): “Yes Craig et al. (2002) 0.411 Conceptual Understand Meteorology None Narration No Iconic repr.”