Supporting multimedia learning with visual signalling and animated pedagogical agent: moderating effects of prior knowledge

AbstractWe investigated in an experiment with 180 university students the joint role of prior knowledge, alleged model competence, and social comparison orientation regarding the effectiveness of Eye Movement Modeling Examples (EMME) for supporting multimedia learning. EMME consisted of short videos with gaze replays of an instructed model demonstrating effective multimedia processing strategies. Participants were either instructed that the model in the EMME-videos was a successful learner (competent model) or another participant (peer model). Participants in a control condition received no EMME. Furthermore, we activated domain-relevant prior knowledge in half of the participants before watching the EMME. Against our expectations, we found no influence of either prior knowledge activation or model-observer similarity. As expected, our results indicated that EMME fostered multimedia learning. This was also supported by findings from small-scale meta-analyses that were conducted with the focus on the effect of EMME for multimedia learning and potential moderators of the effect. Moreover, results showed first evidence that social comparison orientation interacts with (alleged) model competence regarding the effectiveness of EMME. Further research is needed to follow up on the influence of individual factors as well as social cues on the effectiveness of EMME.

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Effects of Learner Prior Knowledge and Working Memory Limitations on Multimedia Learning

Procedia - Social and Behavioral Sciences ◽

10.1016/j.sbspro.2013.06.005 ◽

2013 ◽

Vol 83 ◽

pp. 25-29 ◽

Cited By ~ 10

Author(s):

Slava Kalyuga

Keyword(s):

Working Memory ◽

Prior Knowledge ◽

Multimedia Learning

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Effects of Pedagogical Agents on Students’ Mathematics Performance: A Comparison Between Two Versions

Journal of Educational Computing Research ◽

10.1177/0735633117722494 ◽

2017 ◽

Vol 56 (5) ◽

pp. 701-722 ◽

Cited By ~ 3

Author(s):

Rex P. Bringula ◽

Ian Clement O. Fosgate ◽

Neil Peter R. Garcia ◽

Josf Luinico M. Yorobe

Keyword(s):

Experimental Study ◽

Facial Expression ◽

Prior Knowledge ◽

Facial Expressions ◽

Mathematics Learning ◽

Mathematics Performance ◽

Pedagogical Agents ◽

Pedagogical Agent ◽

Mathematics Scores ◽

Mathematics Problems

This experimental study investigated the effects of the use of two versions of a pedagogical agent named personal instructing agent (PIA) on the mathematics performance of students. The first version exhibits synthetic facial expressions while the second version does not exhibit facial expression (i.e., neutral facial expression). Two groups of students with the same levels of prior knowledge in mathematics utilized two different versions of PIA. The first group—the facial group—utilized a PIA that provides textual and facial expressions feedback (happy, sad, surprise, and neutral facial expressions). The second group—the nonfacial group—used the same software except that PIA only exhibited neutral facial expression. The study showed that the mathematics scores of the students in the facial group significantly improved as compared with those who are in the nonfacial group. The posttest scores of the facial group were found significantly higher than those of the nonfacial group. The study showed that PIA that exhibited synthetic facial expressions improved students’ mathematics learning. It is concluded that synthetic facial expressions and textual feedback of pedagogical agent can be utilized to help students learn to solve mathematics problems. Limitations and recommendations are also presented.

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Effect of Temporal Arrangement on Multimedia Learning

Inquiry@Queen's Undergraduate Research Conference Proceedings ◽

10.24908/iqurcp.8565 ◽

2018 ◽

Author(s):

Victoria Chen

Keyword(s):

Prior Knowledge ◽

Cognitive Processing ◽

Teaching And Learning ◽

Multimedia Learning ◽

Primary Source ◽

Sources Of Information ◽

Multimedia Teaching ◽

Text Information ◽

Source Of Information

The purpose of this study is to examine whether Multimedia learning theory (Mayer, 1997; Schnotz & Kürschner, 2007) holds true when images are the primary source of information and text information is secondary. I will test how temporal arrangement of audio and image presentations affects quality of learning in this situation. I hypothesize that when audio is played before or after the image participants will require increased cognitive processing to mentally integrate the two sources of information resulting in deeper learning and transfer of learning. On the other hand when audio is played while the image is shown, I hypothesize that participants with high prior knowledge of the subject will score lower than participants with low prior knowledge, because prior knowledge will interfere with knowledge from the two sources causing a redundancy effect. This experiment will lead to greater understanding of multimedia teaching and learning in classrooms as well as how it affects deeper learning.

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