Adding pedagogical agents who point or trace to children's instructional videos
Bibliographic Data
| ID | 21538136 |
|---|---|
| Authors | Meixia Cheng (0000-0001-8797-5326, Central China Normal University), Peihua Qiao (0009-0004-0623-3830, Central China Normal University), Heng Ni (Central China Normal University), Heping Xie (0000-0003-2758-4897, South China Normal University), Richard E Mayer (0000-0003-4055-6938, University of California, Santa Barbara), Fuxing Wang (0000-0003-3373-7095, Central China Normal University, corresponding author) |
| Year | 2026 |
| Volume | 249 |
| Pages | 105618 |
| Publication date | 2026-08-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Computers & Education (JOURNAL) |
| Journal identifiers | ISSN: 0360-1315 • E-ISSN: 1873-782X |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.compedu.2026.105618 |
| OpenAlex | W7138863612 |
| Language | EN |
| References cited | 50 |
Gesture · Tracing · Transfer of learning · Action Observation and Synchronization · Social Robot Interaction and HRI · Visual and Cognitive Learning Processes
Cognitive Architecture and Instructional Design
Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load
Cognitive-Load Theory
Effects of pairs of problems and examples on task performance and different types of cognitive load
Social Presence
Cognitive Load Theory
An Evolutionary Upgrade of Cognitive Load Theory
G*Power 3
Making sense of Cronbach's alpha
Pointing and tracing enhance computer-based learning
Five ways to increase the effectiveness of instructional video
Effects of mouse pointing on learning from labeled and unlabeled split-attention materials
Animated pedagogical agents enhance learning outcomes and brain activity during learning
Improving learning-by-teaching without audience interaction as a generative learning activity by minimizing the social presence of the audience
Effects of finger and mouse pointing on learning from online split-attention examples
The synergy of embodied cognition and cognitive load theory for optimized learning
| Citation velocity | historical |
|---|---|
| Highly cited | No |