Moreno and Flowerday (2006) found that students who were allowed to select an on-screen pedagogical agent that was the same ethnicity or gender for a multimedia science lesson performed more poorly on subsequent transfer tests than students who were not given a choice. Although it is premature to make firm recommendations concerning on-screen pedagogical agents, we are able to offer some suggestions based on the current state of the field. We suggest that you consider using on-screen agents, and that the agent’s words be presented as speech rather than text, in conversational style rather than formal style, and with human-like rather than machine-like articulation. Although intense work is underway to create entertaining agents who display human-like gestures and facial expressions, their educational value is just beginning to be demonstrated. We further suggest that you use agents to provide instruction rather than for entertainment purposes. For example, an agent can explain a step in a demonstration or provide feedback to a learner’s response to a lesson question. In contrast, the cartoon puppy in Figure 9.10 is not an agent, as he is never used for any instructional purpose. Likewise, there is a common unproductive tendency to insert theme characters from popular games and movies who are added only for entertainment value and serve no instructional role. These embellishments are likely to depress learning, as discussed in Chapter 8. Based on the cognitive theory and research we have highlighted in this
chapter, we can propose the personalization principles. First, present words in conversational style rather than formal style. In creating the script for a narration or the text for an on-screen passage, you should use some first- and second-person constructions (that is, involving “I,” “we,” “me,” “my,” “you,” and/or “your”) to create the feeling of conversation between the course and the learner. However, you should be careful not to overdo the personalization style because it is important not to distract the learner. Second, use on-screen agents to provide coaching in the form of hints, worked examples, demonstrations, and explanations.