Human or Humanoid Animated Pedagogical Avatars in Video Lectures: The Impact of the Knowledge Type on Learning Outcomes

This study examines the impacts of educational videos with human or humanoid animated pedagogical avatars (APAs) on cognitive, affective, and social learning outcomes in declarative and procedural knowledge contexts. A 2 x 2 factorial design was used, considering instructor type (human vs. humanoid APA) and knowledge type (declarative vs. procedural). The study involved 139 university students with no prior knowledge of the video content and was conducted in a human-computer interaction lab using an eye-tracking device. There were no significant differences in learning achievement, perceived lecture engagement, emotion, satisfaction, and social presence between the human and humanoid APA. However, learners showed greater visual interest in the human instructor, which influenced their interest in the learning content. Viewers of declarative knowledge videos showed more visual interest and achieved higher learning scores, while procedural videos increased lecture engagement, emotion, satisfaction, and social presence. The study suggests that humanoid APAs can effectively replace human instructors in educational videos and emphasizes the importance of considering knowledge types in video design to impact learning outcomes.

Dergi

INTERNATIONAL JOURNAL OF HUMAN-COMPUTER INTERACTION

Yıl

2025

Cilt

41

Sayı

14

Sayfa

8912-8927

ISSN

1044-7318

eISSN

1532-7590

DOI

10.1080/10447318.2024.2415762

WoS UID

WOS:001335460900001