Exploring gesture frequencies and images in multimedia environments with pedagogical agents

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Computer Assisted Learning Pub Date : 2024-08-12 DOI:10.1111/jcal.13053

Robert O. Davis, Yong-Jik Lee, Joseph Vincent, Lili Wan

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Abstract

Background

Gestures are an integral component in human-to-human communication when the speaker is visually present to the listener. In the past several years, research has examined how computer-generated pedagogical agents can be designed to perform the four main gesture types and what this means for agent persona and learning outcomes. The research into agent gesturing has only explored gestures without other presentation strategies such as visual aids or verbal redundancy to properly explore the impact of gestures, and to avoid overly “rich” displays of information.

Objective

The objective of this study is to explore the use of static images and varying frequencies of gestures to assess whether two visual inputs increases the risk of the split-attention effect, and to investigate the potential for visual redundancy when two visual inputs coincide with narration. Data on cognitive load, agent persona, and learning outcomes (recall and transfer) will be collected to measure participants' learning experience while acquiring procedural knowledge, specifically regarding the principles of lightning, in comparison to previous research.

Method

A mixed methods approach consisted of three gesture frequency conditions (enhanced, average, no) with 118 participants. Quantitative data were analysed using a random-effect linear regression model; whereas qualitative data was collected through individual interviews that lasted 15–20 min.

Results and Conclusions

The use of enhanced gesture frequency and images may significantly increase intrinsic cognitive load, but gestures and images do not cause extraneous cognitive load. The enhanced gesture condition significantly outperformed the no-gesture condition. Interviews indicated that depending upon the gesture condition, students selectively attended to information that they perceived as offering them the greatest learning opportunity. Using two visual inputs does not cause split-attention, nor does it provide evidence of a visual redundancy effect.

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利用教学代理探索多媒体环境中的手势频率和图像

背景手势是人与人交流中不可或缺的组成部分，当说话者与听话者可视时，就会出现手势。在过去的几年中，研究人员已经探讨了如何设计计算机生成的教学代理来做出四种主要手势，以及这对代理角色和学习效果的意义。本研究的目的是探索使用静态图像和不同频率的手势来评估两种视觉输入是否会增加注意力分离效应的风险，并研究当两种视觉输入与叙述同时出现时视觉冗余的可能性。将收集有关认知负荷、代理角色和学习成果（回忆和迁移）的数据，以衡量参与者在获取程序性知识（特别是有关闪电原理的知识）时的学习体验，并与之前的研究进行比较。方法混合方法包括三种手势频率条件（增强、平均、无），共有 118 名参与者参与。采用随机效应线性回归模型对定量数据进行分析；而定性数据则通过持续 15-20 分钟的个别访谈收集。结果与结论使用增强型手势频率和图像可能会显著增加内在认知负荷，但手势和图像不会造成外在认知负荷。增强手势条件明显优于无手势条件。访谈表明，根据手势条件的不同，学生会选择性地关注他们认为能提供最大学习机会的信息。使用两种视觉输入不会导致注意力分散，也不会产生视觉冗余效应。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope