Interactive Multimedia Learning: A Comparative Study Of Students’ Responses Towards The Use Of Emotive And Static Pedagogical Agents

Tjew, Erwin (2020) Interactive Multimedia Learning: A Comparative Study Of Students’ Responses Towards The Use Of Emotive And Static Pedagogical Agents. Master dissertation/thesis, UTAR.

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Abstract

Interactive multimedia learning has gradually moved from presenting text, image, video, or animation, to the use of virtual Pedagogical Agent (PA) to enhance learning. Despite technological advancement, the use of visual and audio characteristics of PAs requires empirical scrutiny. This research aims to achieve three research objectives: (1). Design and develop one Interactive Multimedia Module with Animated PA (IMMAPA) and another Interactive Multimedia Module with Static PA (IMMSPA) in the context of teaching and learning of Introductory Psychology; (2) Conduct a comparative study to investigate and evaluate students’ learning achievement using two different types of PAs, i.e. the animated and emotive PAs (IMMAPA) and the static and non-emotive PAs (IMMSPA); and (3) Find out students’ perceptions towards the features incorporated in IMMs such as the educational multimedia content and instructional role, characteristics and presentation styles of PAs, and students' learning motivation. This study examined how students who learned using IMMAPA and IMMSPA perceived the effects of simulated human-like communication in the two modules, and how two different PAs facilitated the teaching-learning process in a multimedia learning environment. ii The research instruments, i.e. two IMMs with different types of PAs were developed, an achievement test to evaluate students’ learning achievement, and a set of questionnaires to assess students’ perceptions. Research findings show the results of the testing of six null hypotheses using descriptive statistics and Independent t-test. The research samples comprised 32 undergraduate students divided into the experiment group (IMMAPA) and the control group (IMMSPA). There was indication of significant differences in students’ learning achievement and their perceptions towards IMMAPA and IMMSPA. This study contributes to the understanding of teaching and learning using differentiated PA features in an interactive multimedia learning environment of a university in Malaysia.

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