An embodiment effect in computer-based learning with animated pedagogical agents

How do social cues such as gesturing, facial expression, eye gaze, and human-like movement affect multimedia learning with onscreen agents? To help address this question, students were asked to twice view a 4-min narrated presentation on how solar cells work in which the screen showed an animated pedagogical agent standing to the left of 11 successive slides. Across three experiments, learners performed better on a transfer test when a human-voiced agent displayed human-like gestures, facial expression, eye gaze, and body movement than when the agent did not, yielding an embodiment effect. In Experiment 2 the embodiment effect was found when the agent spoke in a human voice but not in a machine voice. In Experiment 3, the embodiment effect was found both when students were told the onscreen agent was consistent with their choice of agent characteristics and when inconsistent. Students who viewed a highly embodied agent also rated the social attributes of the agent more positively than did students who viewed a nongesturing agent. The results are explained by social agency theory, in which social cues in a multimedia message prime a feeling of social partnership in the learner, which leads to deeper cognitive processing during learning, and results in a more meaningful learning outcome as reflected in transfer test performance. (PsycINFO Database Record (c) 2012 APA, all rights reserved).     

Disseminating a sun safety program to zoological parks: the effects of tailoring.

Previous research found that a sun safety program for visitors at 1 zoo increased sun safety behaviors. This randomized study compared the effects of tailored dissemination materials plus 2 brief follow-up phone calls (tailored group) versus generic materials (basic group) on implementation by other zoos of the previously evaluated sun safety program. Education directors of 126 zoos completed surveys several months following initial dissemination and 1 year later. During Summer 1, 40% of tailored group zoos and 24% of basic group zoos offered visitors at least 1 sun safety activity (odds ratio=2.2, 95% confidence interval=1.0-4.8). During Summer 2, these rates were 34% and 44%, respectively (ns). The pattern of findings suggests that tailoring had no incremental long-term impact and that the generic materials produced a good level of dissemination.     

Parental evaluation of teachers’ competences and characteristics during COVID-19 pandemic homeschooling

Social Psychology of Education - With the spread of the SARS-CoV-2 virus, school-related closures and the hasty transition into homeschooling, parents were required to take a more active and...