Enhancing video-based instruction
The impact of affective pedagogical agents and cognitive prompts
Bibliographic Data
| ID | 21632151 |
|---|---|
| Authors | Zhen Wang (0000-0001-6729-2640, Henan University, corresponding author), Haoli Zhao (0000-0002-4004-509X, Henan University), Jiameng Yang (0000-0002-9175-3782, Henan University), J Joshua Yang (0000-0001-8242-7531, Henan University), Yan Xu (0000-0002-2441-8618, Henan University), Yulu Xu (Henan University), Xiaoge Chen (0000-0001-6253-2916, Henan University) |
| Year | 2026 |
| Volume | 34 |
| Issue | 1 |
| Pages | 244-257 |
| Publication date | 2026-01-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Interactive Learning Environments (JOURNAL) |
| Journal identifiers | ISSN: 1049-4820 • E-ISSN: 1744-5191 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10494820.2025.2494162 |
| OpenAlex | W4409704184 |
| Language | EN |
| References cited | 35 |
Affective pedagogical agents (PAs) have been recognized as an effective way to promote affective processing in video-based learning environments. However, non-verbal cues, such as a PA’s facial expressions and gestures have the potential to distract learners’ attention and disrupt their cognitive processing. Consequently, there is a need to explore methods to enhance the beneficial effects of affective PAs on learners’ cognitive processing. This study investigated the role of integrating affective PAs and cognitive prompts into video-based learning. A total of 123 undergraduate students were randomly assigned to one of four experimental conditions created using a 2 (affective PA: positive PA or neutral PA) × 2 (prompts: cognitive prompts or no cognitive prompts) between-subjects design. The results revealed that (a) learners in positive PAs conditions had lower negative emotions and higher retention and transfer scores than those in neutral PAs conditions; (b) cognitive prompts decreased learners’ negative emotions and extraneous cognitive load and promoted learning performance; and (c) the combination of positive PAs and cognitive prompts increased germane cognitive load and further facilitated learning performance. These findings confirm that cognitive prompt is a “cost-effective” strategy for improving learners’ emotional and cognitive performance in video-based learning environments featuring affective PAs
Cognition · Cognitive Load · Cognitive psychology · Mathematics education · Multimedia · Computer Science · Education and Technology Integration · Educational Games and Gamification · Psychology · Visual and Cognitive Learning Processes
Development of an instrument for measuring different types of cognitive load
Cognitive Architecture and Instructional Design
The Case for Social Agency in Computer-Based Teaching
A meta-analysis of how signaling affects learning with media
Does the modality principle hold for different media? A test of the method‐affects‐learning hypothesis
Emotional Design in Digital Media for Learning
Do learning protocols support learning strategies and outcomes? The role of cognitive and metacognitive prompts
A meta-analysis of signaling principle in multimedia learning environments
Does the effect of enthusiasm in a pedagogical Agent's voice depend on mental load in the Learner's working memory
Impacts of cues on learning
Learning with human and virtual instructors who display happy or bored emotions in video lectures
A systematic review of pedagogical agent research
Does an instructor's facial expressions override their body gestures in video lectures
The power of affective pedagogical agent and self-explanation in computer-based learning
How pedagogical agents communicate with students
When and why does emotional design foster learning? Evidence for situational interest as a mediator of increased persistence
| Citation velocity | historical |
|---|---|
| Highly cited | No |