Electronic Theses and Dissertations

Identifier

893

Date

2013

Document Type

Thesis

Degree Name

Master of Science

Major

Psychology

Concentration

General Psychology

Committee Chair

Andrew Olney

Committee Member

Arthur Graesser

Committee Member

Mark Conley

Abstract

While the impact of pedagogical agent pointing and dynamic visual aids in intelligent tutoring systems has been evaluated by many researchers, there remains a question as to how the combination of the two can impact a student's learning and agent perceptions. In this study, 34 university students were exposed to four Biology lectures delivered by a lifelike agent. The impact of two attentional guiding techniques (agent pointing and sequential image display) on students' opinions of the agent, learning, and gaze behavior were investigated. Agent pointing had no effect on perception of the agent or learning. Sequential display was found to increase student perceptions of lesson easiness and arousal but had no effect on learning. Both agent pointing and sequential display impacted the gaze patterns. These results are consonant with previous work on the effects of pointing, but depart from the image display literature where attention-guiding techniques normally improve learning.

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to the local University of Memphis Electronic Theses & dissertation (ETD) Repository.

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