How Effective are Pedagogical Agents for Learning? A Meta-Analytic Review

Research on the use of software programs and tools such as pedagogical agents has peaked over the last decade. Pedagogical agents are on-screen characters that facilitate instruction. This meta-analysis examined the effect of using pedagogical agents on learning by reviewing 43 studies involving 3,0...

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Bibliographic Details
Published in:Journal of educational computing research 2013-07, Vol.49 (1), p.1-39
Main Authors: Schroeder, Noah L., Adesope, Olusola O., Gilbert, Rachel Barouch
Format: Article
Language:English
Subjects:
Artificial Intelligence
Coding
Cognitive Processes
College Students
Computer Mediated Communication
Context Effect
Cybernetics
Difficulty Level
Educational Technology
Effect Size
Elementary School Students
Instructional Effectiveness
Literature Reviews
Meta Analysis
Multimedia Instruction
Pictorial Stimuli
Prior Learning
Research Methodology
Secondary School Students
Social Influences
Statistical Analysis
Teaching Methods
Technology Uses in Education
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Summary:Research on the use of software programs and tools such as pedagogical agents has peaked over the last decade. Pedagogical agents are on-screen characters that facilitate instruction. This meta-analysis examined the effect of using pedagogical agents on learning by reviewing 43 studies involving 3,088 participants. Analysis of the results indicated that pedagogical agents produced a small but significant effect on learning. The overall mean effect size was moderated by the contextual and methodological features of the studies. The findings revealed that the use of pedagogical agents were more beneficial for K-12 students than post-secondary students. Pedagogical agents that communicated with students using on-screen text facilitated learning more effectively than agents that communicated using narration. The findings of this study have implications for advancing theory and practice, as well as highlighting productive future directions for research.
ISSN:0735-6331
1541-4140
DOI:10.2190/EC.49.1.a