Using a pedagogical agent to deliver conversational style instruction: What benefits can you obtain?

Abstract

The purpose of the current study was to investigate the potential effects of two social cues on learning outcomes, cognitive load, and intrinsic motivation in a computer-based environment in an Asian context. A total of 98 Chinese college students were randomly assigned into one of four experimental conditions formed by a 2 (agent vs. no agent) X 2 (conversational style vs. formal style) factorial design. Results revealed that (a) learning with a pedagogical agent was more interesting than learning without a pedagogical agent; (b) learning from a lesson written in a conversational style enhanced retention but also resulted in increased pressure; and (c) a pedagogical agent delivering instruction in a conversational style led to an increase in mental effort, but instruction delivered in this style without a pedagogical agent led learners to perceive it as less difficult. These findings support the use of a pedagogical agent to deliver instruction in a conversational style to Chinese learners. But parsimonious instructional designs, such as a design to deliver instruction in a conversational style without an animated pedagogical agent, also have advantages under some circumstances, particularly when the learning materials are not so difficult and when advanced technology cannot be utilized or afforded.