MARC details
| 000 -LEADER |
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| fixed length control field |
02357nam a2200265Ia 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
PILC |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20221123182415.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
181128s2018 xx 000 0 und d |
| 040 ## - CATALOGING SOURCE |
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| Transcribing agency |
MANILA TYTANA COLLEGES LIBRARY |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Wang, Fuxing. |
| 245 #0 - TITLE STATEMENT |
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| Title |
Animated pedagogical agents as aids in multimedia learning : |
| Remainder of title |
effects on eye-fixations during learning and learning outcomes / |
| Statement of responsibility, etc. |
Fuxing Wang, Wenjing Li, Richard E. Mayer, Huashan Liu |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
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| Date of publication, distribution, etc. |
February 2018 |
| 336 ## - CONTENT TYPE |
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| Content type term |
text |
| 337 ## - MEDIA TYPE |
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| Media type term |
unmediated |
| 338 ## - CARRIER TYPE |
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| Carrier type term |
volume |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
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| Title |
Journal of Educational Psychology. |
| Number of part/section of a work |
110 : 2, page 250-268 |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc. |
The goal of the present study is to determine how to incorporate social cues such as gesturing in animated pedagogical agents (PAs) for online multimedia lessons in ways that promote student learning. In 3 experiments, college students learned about synaptic transmission from a multimedia narrated presentation while their eye movements were tracked and subsequently took learning outcome tests. In Experiments 1 and 2, students who had a gesturing PA added to the screen performed significantly better on learning outcome tests of transfer (ds = 0.77 and 0.80) and retention (ds = 1.16 and 1.00) and spent more time attending to target material based on eye-tracking measures including fixation time (ds = 1.53 and 2.27) and number of fixations (ds = 1.54 and 1.70). In Experiments 2 and 3, students who learned with a gesturing PA outperformed those who learned with a static PA on transfer (ds = 0.72 and 1.02), retention (ds = 0.96 and 0.93), fixation time (ds = 2.07 and 1.82), and number of fixations (ds = 1.64 and 2.99). In Experiment 2, adding a static PA to the screen did not improve performance. In Experiment 3, adding signaling such as color coding did not improve performance for students who received a gesturing PA. Results support the embodiment principle that people learn better from onscreen multimedia lessons when a gesturing PA is added to the screen, and social agency theory, which posits that social cues can prime learners to process the material more actively and develop better learning outcomes. |
| 521 ## - TARGET AUDIENCE NOTE |
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| Target audience note |
Psychology. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Gesture. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Multimedia learning. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Pedagogical agents. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Signaling. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Source of classification or shelving scheme |
Library of Congress Classification |
| Koha item type |
Articles |
| 998 ## - LOCAL CONTROL INFORMATION (RLIN) |
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| Cataloger's initials, CIN (RLIN) |
83292 |
| First Date, FD (RLIN) |
141655 |
