The Effects of Image and Animation in Enhancing Pedagogical Agent Persona

The purpose of this experimental study was to test the role of image and animation on: a) learners' perceptions of pedagogical agent persona characteristics (i.e., extent to which agent was person-like, engaging, credible, and instructor-like); b) agent value; and c) performance. The primary an...

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Bibliographic Details
Published in:Journal of educational computing research 2003, Vol.28 (4), p.373-394
Main Authors: Baylor, Amy L., Ryu, Jeeheon
Format: Article
Language:English
Subjects:
Animation
Computer Assisted Instruction
Computer Simulation
Credibility
Economics Education
Educational Technology
Human Body
Instructional Development
Instructional Effectiveness
Outcomes of Education
Preservice Teachers
Supply and Demand
Visual Aids
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Summary:The purpose of this experimental study was to test the role of image and animation on: a) learners' perceptions of pedagogical agent persona characteristics (i.e., extent to which agent was person-like, engaging, credible, and instructor-like); b) agent value; and c) performance. The primary analysis consisted of two contrast comparisons: 1) comparing the presence/absence of agent image; and 2) comparing static versus animated agent images. In the study, 75 preservice teachers developed an instructional plan for a case study involving designing economics instruction for the concepts of supply and demand within the MIMIC (Multiple Intelligent Mentors Instructing Collaboratively) agent-based environment. Overall, animation was found to be beneficial for all four persona characteristics, but not always as the single best implementation. For the agent to be perceived as instructor-like, a strong positive effect was found for the presence of agent animation. Agent credibility was facilitated by either a static or animated image, with the presence of an image being critical. Perceptions of the agent as engaging and person-like were also improved by animation, although person-like was not affected by presence/absence of image. Results are discussed in terms of implementing anthropomorphic pedagogical agents to support computer-based instruction.
ISSN:0735-6331
1541-4140
DOI:10.2190/V0WQ-NWGN-JB54-FAT4