Animated pedagogical agents as aids in multimedia learning: Effects on eye-fixations during learning and learning outcomes.

This study aims to review the effectiveness of using android-based multimedia learning to improve achievement cognitive learning outcome of students. The research method is the analysis of field studies. The focus in this research is Multimedia which can influence cognitive learning outcomes of students. data obtained in this study from the literature and direct field observations. The research subjects were high school students in Yogyakarta. The result of analysis and discussion of research indicate that there is the influence of multimedia learning to increase student achievement, which is indicated by increasing post-test result than before not using multimedia learning. Posttest value is greater than pretest.

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Studies in Computer-Based Learning of Math: Using Self-Explanations and Animated Pedagogical Agents

10.21236/ada382435 ◽

2000 ◽

Author(s):

Robert K. Atkinson

Keyword(s):

Pedagogical Agents ◽

Computer Based Learning ◽

Computer Based ◽

Animated Pedagogical Agents

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Problem Solving and Game-Based Learning: Effects of Middle Grade Students' Hypothesis Testing Strategies on Learning Outcomes

Journal of Educational Computing Research ◽

10.2190/ec.44.4.e ◽

2011 ◽

Vol 44 (4) ◽

pp. 453-472 ◽

Cited By ~ 76

Author(s):

Hiller A. Spires ◽

Jonathan P. Rowe ◽

Bradford W. Mott ◽

James C. Lester

Keyword(s):

Problem Solving ◽

Hypothesis Testing ◽

Learning Outcomes ◽

Learning Effects ◽

Middle Grade ◽

Game Based Learning ◽

Testing Strategies ◽

Middle Grade Students

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Adding Pre-Training and Feedback Enhances the Benefits of Adaptive Flashcard Training

Proceedings of the Human Factors and Ergonomics Society Annual Meeting ◽

10.1177/1071181321651301 ◽

2021 ◽

Vol 65 (1) ◽

pp. 1317-1321

Author(s):

Cheryl I. Johnson ◽

Daphne E. Whitmer ◽

Matthew D. Marraffino ◽

Lindsay B. Conner ◽

Allison E. Garibaldi ◽

...

Keyword(s):

College Students ◽

Instructional Strategies ◽

Learning Outcomes ◽

Cognitive Theory ◽

Multimedia Learning ◽

Higher Learning ◽

The Other ◽

Feedback Group ◽

Adaptive Training ◽

Learning Efficiency

Adaptive training is tailored instruction designed to target an individual’s strengths and weaknesses, and it has been shown to improve learning outcomes and efficiency in a variety of domains, including flashcard training. The goal of this experiment was to determine whether the addition of other instructional strategies, such as enhanced feedback and pre-training, would further boost the learning benefits of an adaptive flashcard trainer. Thirty-nine college students learned to identify U.S. Navy ships using either a base version of the flashcard trainer, a version that included enhanced feedback, or a version that included pre-training and enhanced feedback. Results showed that the pre-training and enhanced feedback group significantly outperformed the other groups on delayed retention and transfer tests and showed higher learning efficiency. Implications for adaptive training and the Cognitive Theory of Multimedia Learning are discussed.

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Text-to-Speech Software and Learning: Investigating the Relevancy of the Voice Effect

Journal of Educational Computing Research ◽

10.1177/0735633118802877 ◽

2018 ◽

Vol 57 (6) ◽

pp. 1534-1548 ◽

Cited By ~ 4

Author(s):

Scotty D. Craig ◽

Noah L. Schroeder

Keyword(s):

Learning Outcomes ◽

Learning Environments ◽

Multimedia Learning ◽

Text To Speech ◽

Multimedia Design ◽

Cognitive Efficiency ◽

Human Voice ◽

Instructional Multimedia ◽

Efficiency Measures ◽

The Voice

Technology advances quickly in today’s society. This is particularly true in regard to instructional multimedia. One increasingly important aspect of instructional multimedia design is determining the type of voice that will provide the narration; however, research in the area is dated and limited in scope. Using a randomized pretest–posttest design, we examined the efficacy of learning from an instructional animation where narration was provided by an older text-to-speech engine, a modern text-to-speech engine, or a recorded human voice. In most respects, those who learned from the modern text-to-speech engine were not statistically different in regard to their perceptions, learning outcomes, or cognitive efficiency measures compared with those who learned from the recorded human voice. Our results imply that software technologies may have reached a point where they can credibly and effectively deliver the narration for multimedia learning environments.

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