Pedagogical agents’ personas: Which affects more, image or voice?

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Journal/Book Title/Conference

The Annual Conference of Association for Educational Communications and Technology (AECT)

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The purpose of this study was to examine the effects of image and voice of pedagogical agents on student perception and learning. Pedagogical agents were developed with differing image (expert-like vs. mentor-like) and voice (strong vs. calm vs. computer-generated), but with identical gesture, affect, comments, and gender. 109 undergraduates in a computer literacy course were randomly assigned to one of the six conditions. The results revealed a significant main effect for agent image on role perception: the mentor-like image was perceived as more motivating, as hypothesized. Also, there was a significant main effect for voice: the strong voice was overall most motivating, while both human voices (strong or calm) were perceived as more affable, affective, credible, and facilitating learning than the computer-generated voice. There was no significant effect of agent image and voice on learning.

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