The roles of animated pedagogical agents' presence and nonverbal communication in multimedia learning environments.

SelectedWorks Author Profiles:

Casey Frechette

Document Type


Publication Date


Date Issued

January 2010

Date Available

September 2014




We examined how the presence and nonverbal communication of an animated pedagogical agent affects students’ perceptions and learning. College students learned about astronomy either without an agent’s image or with an agent under one of the following conditions: a static agent (S), an agent with deictic movements (D), an agent with facial expressions (E), or an agent with both deictic movements and facial expressions (DE). Group S outperformed group E on a comprehension test, but no other differences were found on students’ learning or perceptions. The results show that the presence of the studied agent – regardless of nonverbal abilities – did not produce at least a moderate effect size. Further, a static version of the agent was preferable to one with only facial expressions.


Abstract only. Full-text article is available only through licensed access provided by the publisher. Published in Journal of Media Psychology, 22(2), 61-72. DOI: 10.1027/1864-1105/a000009 Members of the USF System may access the full-text of the article through the authenticated link provided.




Hogrefe Verlag

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.