Abstract
Students from all school levels in the Netherlands must write reports as the outcome from an inquiry. In elementary schools reports are made for language as well as for history, biology, geography and the like. In the absence of clear guidelines, reports vary considerably in quality, both for content and presentation. In a recent study with elementary school favourable effects of the pedagogical agent (PA) were found for motivation after training (i.e. perceived relevance and self-efficacy beliefs) as well as for presentation skills. This chapter examines Clark and Choi's argument that PAs can tax the user beyond a level that is functional. The average score of 2.09 for cognitive load shows that students generally did not feel taxed. The presence of the agent also had no influence on this perception. Keywords: cognitive load; Netherlands; pedagogical agent (PA); schools reports
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