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Unpacking the Role of Embodied Pedagogical Agents in Multimedia Learning: Beyond Attention Guidance

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Title: Unpacking the Role of Embodied Pedagogical Agents in Multimedia Learning: Beyond Attention Guidance
Language: English
Authors: Wenjing Li (ORCID 0000-0002-8583-9571), Fuxing Wang (ORCID 0000-0003-3373-7095), Fangzheng Zhao (ORCID 0000-0002-3575-9039)
Source: Journal of Computer Assisted Learning. 2026 42(3).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 14
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Multimedia Instruction, Multimedia Materials, Artificial Intelligence, Nonverbal Communication, Cues, Visual Stimuli, Attention, College Students, Eye Movements
DOI: 10.1002/jcal.70263
ISSN: 0266-4909
1365-2729
Abstract: Background: Although embodied pedagogical agents are often viewed as an effective strategy for improving multimedia learning, it remains unclear whether they outperform simple signalling methods and through which mechanisms--cognitive, social, or both--they facilitate learning. Objectives: This study compared the effects of five cue-based instructional strategies (embodied pedagogical agent, hand gesture cue, colour cue, arrow cue and no cue) on learning perception, attention distribution, and learning performance to examine the unique role of embodied pedagogical agents and the mechanisms underlying their effects. Methods: College students learned about neural transmission through a multimedia lesson, supported by embodied pedagogical agents, hand gesture cues, colour cues, arrow cues, or no cues, while their eye movements were recorded. Results and Conclusions: Although the colour cue group showed the highest attention to relevant learning elements, the embodied pedagogical agent group achieved the best learning outcomes, surpassing all other cue groups. Mediation analyses indicated that embodied pedagogical agents not only directly improved learning performance but also indirectly enhanced it by increasing attention to the materials and reducing perceived cognitive load. In addition, the dissociation between attentional guidance and learning outcomes suggests that mechanisms beyond attention may be involved, potentially including social processes. Implications: This study demonstrates the advantage of embodied pedagogical agents over other simple cues and provides a more nuanced understanding of how they influence multimedia learning. These findings extend insights from social agency theory and the signalling principle.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506797
Database: ERIC
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  Data: Unpacking the Role of Embodied Pedagogical Agents in Multimedia Learning: Beyond Attention Guidance
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  Data: <searchLink fieldCode="AR" term="%22Wenjing+Li%22">Wenjing Li</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8583-9571">0000-0002-8583-9571</externalLink>)<br /><searchLink fieldCode="AR" term="%22Fuxing+Wang%22">Fuxing Wang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3373-7095">0000-0003-3373-7095</externalLink>)<br /><searchLink fieldCode="AR" term="%22Fangzheng+Zhao%22">Fangzheng Zhao</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3575-9039">0000-0002-3575-9039</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Computer+Assisted+Learning%22"><i>Journal of Computer Assisted Learning</i></searchLink>. 2026 42(3).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 14
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  Data: <searchLink fieldCode="DE" term="%22Multimedia+Instruction%22">Multimedia Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Multimedia+Materials%22">Multimedia Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Nonverbal+Communication%22">Nonverbal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Cues%22">Cues</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Stimuli%22">Visual Stimuli</searchLink><br /><searchLink fieldCode="DE" term="%22Attention%22">Attention</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Eye+Movements%22">Eye Movements</searchLink>
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  Data: 10.1002/jcal.70263
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  Data: 0266-4909<br />1365-2729
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Although embodied pedagogical agents are often viewed as an effective strategy for improving multimedia learning, it remains unclear whether they outperform simple signalling methods and through which mechanisms--cognitive, social, or both--they facilitate learning. Objectives: This study compared the effects of five cue-based instructional strategies (embodied pedagogical agent, hand gesture cue, colour cue, arrow cue and no cue) on learning perception, attention distribution, and learning performance to examine the unique role of embodied pedagogical agents and the mechanisms underlying their effects. Methods: College students learned about neural transmission through a multimedia lesson, supported by embodied pedagogical agents, hand gesture cues, colour cues, arrow cues, or no cues, while their eye movements were recorded. Results and Conclusions: Although the colour cue group showed the highest attention to relevant learning elements, the embodied pedagogical agent group achieved the best learning outcomes, surpassing all other cue groups. Mediation analyses indicated that embodied pedagogical agents not only directly improved learning performance but also indirectly enhanced it by increasing attention to the materials and reducing perceived cognitive load. In addition, the dissociation between attentional guidance and learning outcomes suggests that mechanisms beyond attention may be involved, potentially including social processes. Implications: This study demonstrates the advantage of embodied pedagogical agents over other simple cues and provides a more nuanced understanding of how they influence multimedia learning. These findings extend insights from social agency theory and the signalling principle.
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      – SubjectFull: Eye Movements
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