A Systematic Review of Pedagogical Agents’ Persona, Motivation, and Cognitive Load Implications for Learners

2014 ◽  
Vol 46 (3) ◽  
pp. 229-251 ◽  
Author(s):  
Noah L. Schroeder ◽  
Olusola O. Adesope
Keyword(s):  
Systematic Review ◽  
Cognitive Load ◽  
Pedagogical Agents

Multimedia design for learning: An overview of reviews with meta-meta-analysis

2021 ◽  
Author(s):  
Michael Noetel ◽  
Shantell Griffith ◽  
Oscar Delaney ◽  
Nicole Rose Harris ◽  
Taren Sanders ◽  
...  
Keyword(s):  
Cognitive Load ◽  
Cognitive Theory ◽  
Meta Analysis ◽  
Learning Theories ◽  
Pedagogical Agents ◽  
Seductive Details ◽  
Multimedia Design ◽  
Design For Learning ◽  
Overview Of Systematic Reviews ◽  
Meta Analyses

Multimedia is ubiquitous in 21st-century education. Cognitive Load Theory and the Cognitive Theory of Multimedia Learning both postulate that the quality of multimedia design heavily influences learning. We sought to identify how to best design multimedia, and review how well those learning theories held up to meta-analyses. We conducted an overview of systematic reviews that tested the effects of multimedia design on learning or cognitive load. We found 29 reviews including 1,189 studies and 78,177 participants. We found 11 design principles that demonstrated significant, positive, meta-analytic effects on learning, and five that significantly improved management of cognitive load. The largest benefits were for captioning second-language videos, temporal/spatial contiguity, and signaling. We also found robust evidence for modality, animation, coherence/removing seductive details, anthropomorphics, segmentation, personalisation, pedagogical agents, and verbal redundancy effects. Good design was more important for more complex materials, and in system-paced environments (e.g., lectures) than self-paced ones (e.g., websites). Results supported many tenets of both theories. We highlight a range of evidence-based strategies that could be implemented by educators.

scholarly journals The effect of electronic audits and feedback in primary care and factors that contribute to their effectiveness: a systematic review

2020 ◽  
Vol 32 (10) ◽  
pp. 708-720
Author(s):  
Steve Van Den Bulck ◽  
David Spitaels ◽  
Bert Vaes ◽  
Geert Goderis ◽  
Rosella Hermens ◽  
...  
Keyword(s):  
Systematic Review ◽  
Primary Care ◽  
Cognitive Load ◽  
Medication Safety ◽  
Data Extraction ◽  
Cochrane Review ◽  
High Quality ◽  
Electronic Feedback ◽  
High Quality Evidence ◽  
Quality Evidence

Abstract Purpose The aim of this systematic review was (i) to assess whether electronic audit and feedback (A&F) is effective in primary care and (ii) to evaluate important features concerning content and delivery of the feedback in primary care, including the use of benchmarks, the frequency of feedback, the cognitive load of feedback and the evidence-based aspects of the feedback. Data sources The MEDLINE, Embase, CINAHL and CENTRAL databases were searched for articles published since 2010 by replicating the search strategy used in the last Cochrane review on A&F. Study selection Two independent reviewers assessed the records for their eligibility, performed the data extraction and evaluated the risk of bias. Our search resulted in 8744 records, including the 140 randomized controlled trials (RCTs) from the last Cochrane Review. The full texts of 431 articles were assessed to determine their eligibility. Finally, 29 articles were included. Data extraction Two independent reviewers extracted standard data, data on the effectiveness and outcomes of the interventions, data on the kind of electronic feedback (static versus interactive) and data on the aforementioned feedback features. Results of data synthesis Twenty-two studies (76%) showed that electronic A&F was effective. All interventions targeting medication safety, preventive medicine, cholesterol management and depression showed an effect. Approximately 70% of the included studies used benchmarks and high-quality evidence in the content of the feedback. In almost half of the studies, the cognitive load of feedback was not reported. Due to high heterogeneity in the results, no meta-analysis was performed. Conclusion This systematic review included 29 articles examining electronic A&F interventions in primary care, and 76% of the interventions were effective. Our findings suggest electronic A&F is effective in primary care for different conditions such as medication safety and preventive medicine. Some of the benefits of electronic A&F include its scalability and the potential to be cost effective. The use of benchmarks as comparators and feedback based on high-quality evidence are widely used and important features of electronic feedback in primary care. However, other important features such as the cognitive load of feedback and the frequency of feedback provision are poorly described in the design of many electronic A&F intervention, indicating that a better description or implementation of these features is needed. Developing a framework or methodology for automated A&F interventions in primary care could be useful for future research.

scholarly journals The Roles of Different Design Techniques in Learning Tactical Scenes of Play through Dynamic Visualizations: A Brief Review

2020 ◽  
Author(s):  
Ghazi Rekik ◽  
Yosra Belkhir ◽  
Mohamed Jarraya ◽  
Mohamed Amine Bouzid ◽  
Yung-Sheng Chen ◽  
...  
Keyword(s):  
Systematic Review ◽  
Cognitive Load ◽  
Current Knowledge ◽  
Experimental Studies ◽  
Cognitive Resources ◽  
Eligibility Criteria ◽  
Effective Learning ◽  
Dynamic Visualizations ◽  
Written Explanations ◽  
Design Techniques

Dynamic visualizations have been developed to exchange information that transforms over time across a broad range of professional and academic contexts. However, these visual tools may impose substantial demands on the learner’s cognitive resources that are very limited in current knowledge. Cognitive load theory has been used to improve learning from dynamic visualizations by providing certain design techniques to manage learner cognitive load without adding any oral/written explanations. This systematic review examined a series of experimental studies assessing the roles of these design techniques in learning tactical scenes of play through dynamic visualizations. Electronic databases PubMed and Google Scholar were used to search relevant articles. Eleven studies were eventually included for the systematic review based on the eligibility criteria. The present review revealed that adapting design techniques to the level of learners’ expertise, type of depicted knowledge, and level of content complexity is a crucial part of effective learning.

Do 3D Pedagogical Agents Help Students Learn Science?

2013 ◽  
pp. 49-71
Author(s):  
Noah L. Schroeder ◽  
Olusola O. Adesope
Keyword(s):  
Systematic Review ◽  
Learning Science ◽  
Future Research ◽  
Pedagogical Agents ◽  
Instructional Approaches ◽  
Inclusion Criteria ◽  
Comprehensive Search ◽  
Agent Control

This systematic review investigates the effects of 3D pedagogical agents on learning scientific materials. A comprehensive search of the literature produced 576 research abstracts. After applying pre-determined inclusion criteria, fifteen studies compared the use of 3D pedagogical agents with a non-agent control condition to offer instruction to participants. The results revealed that 3D pedagogical agents provided more benefits to students learning science than other instructional approaches, such as reading a text. The results are discussed, and suggestions for future research are delineated.

scholarly journals Spacing and Interleaving Effects Require Distinct Theoretical Bases: a Systematic Review Testing the Cognitive Load and Discriminative-Contrast Hypotheses

2021 ◽  
Author(s):  
Ouhao Chen ◽  
Fred Paas ◽  
John Sweller
Keyword(s):  
Systematic Review ◽  
Cognitive Load ◽  
Learning Strategies ◽  
Resource Depletion ◽  
Cognitive Effort ◽  
Massed Practice ◽  
Load Effect ◽  
Deliberate Learning ◽  
Single Strategy ◽  
Single Block

AbstractSpaced and interleaved practices have been identified as effective learning strategies which sometimes are conflated as a single strategy and at other times treated as distinct. Learning sessions in which studying information or practicing problems are spaced in time with rest-from-deliberate-learning periods between sessions generally result in better learning outcomes than massed practice without rest-from-deliberate-learning periods. Interleaved practice also consists of spaced sessions, but by interleaving topics rather than having rest-from-deliberate-learning periods. Interleaving is usually contrasted with blocking in which each learning topic is taught in a single block that provides an example of massed practice. The general finding that interleaved practice is more effective for learning than blocked practice is sometimes attributed to spacing. In the current paper, the presence of rest-from-deliberate-learning periods is used to distinguish between spaced and interleaved practice. We suggest that spaced practice is a cognitive load effect that can be explained by working memory resource depletion during cognitive effort with recovery during rest-from-deliberate-learning, while interleaved practice can be explained by the discriminative-contrast hypothesis positing that interleaving assists learners to discriminate between topic areas. A systematic review of the literature provides evidence for this suggestion.

scholarly journals Lights, Camera, Activity! A Systematic Review of Research on Learner-Generated Videos

10.28945/4874 ◽  
2021 ◽  
Vol 20 ◽  
pp. 405-427
Author(s):  
Bridgette M Epps ◽  
Tian Luo ◽  
Pauline Salim Muljana
Keyword(s):  
Systematic Review ◽  
Cognitive Load ◽  
Current Literature ◽  
Selection Process ◽  
Learning Objectives ◽  
Learning Performance ◽  
Future Research ◽  
Eligibility Criteria ◽  
Future Studies ◽  
The Impact

Aim/Purpose: The current literature discusses the use and benefits of learner-generated videos (LGVs). However, it rarely addresses any correlation between the types of subjects that are best suited for using these videos or what techniques should accompany the use of LGVs. Background: This systematic review synthesizes current literature to identify patterns and implications that develop from the use of LGVs so that their future use can be both consistent and effective. This paper also reviews the studies to establish the most consistent educational benefits that emerge from this activity. Methodology: Employing the Preferred-Reporting of Items for Systematic Reviews and Meta-Analyses (PRISMA) technique, this systematic review cumulated 39 eligible studies published between 2008 to 2020. A set of eligibility criteria guided us in the article selection process, such as the use of LGVs as an assignment, educational settings, publication time frame, and empirical studies. We conducted further steps by searching the articles in major databases, screening, analyzing, and synthesizing the articles. Contribution: This study expands the literature regarding LGVs-related topics in both research and practical aspects. We have discovered research gaps, suggesting the directions of future studies. Additionally, we provide suggestions for practitioners interested in adopting LGVs. Findings: Findings reveal that the use of LGVs may result in reduced cognitive load, increased creativity, increased cross-curricular competencies, learner independence, and the ability to apply knowledge in a meaningful way. Recommendations for Practitioners: Most of the studies that we reviewed recommended strategies for implementing LGVs into a curriculum to optimize the benefits of LGVs. • Articulating the learning objectives and aligning the LGV activities with the learning objectives emerges as an important strategy. • Instructors may guide students to commence the LGV project early and stay organized with the tasks required to complete the project, as this type of guidance may help students overcome time-related challenges. • Providing several options for the students to create different designs or formats and select the type of media would promote their creativity. Recommendation for Researchers: Other scholars may consider exploring group differences in their learning performance by employing an experimental study (e.g., providing specific production rules versus not), including investigating the impact on the learning achievement. Future Research: Future studies may focus on investigating the impact on cognitive load when students produce LGVs with instructional guidance. Other important variables, such as self-confidence and self-efficacy, that may have played a role in the process of producing LGVs deserve further attention.

Sign in / Sign up

Export Citation Format

Share Document