The facts about the effects of pedagogical agents on learners’ cognitive load: a meta-analysis based on 24 studies
The role of pedagogical agents in multimedia learning as an element that gives students social cues to promote cognition has been demonstrated in terms of enhancing students’ academic performance and intrinsic motivation. Cognitive load is an important factor in measuring the effectiveness of multim...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2025-07-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1635465/full |
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| author | Hao Li Zhuo Wang Long Ding Jiwu Zhang Guohua Wang |
| author_facet | Hao Li Zhuo Wang Long Ding Jiwu Zhang Guohua Wang |
| author_sort | Hao Li |
| collection | DOAJ |
| description | The role of pedagogical agents in multimedia learning as an element that gives students social cues to promote cognition has been demonstrated in terms of enhancing students’ academic performance and intrinsic motivation. Cognitive load is an important factor in measuring the effectiveness of multimedia learning, but the results of pedagogical agents’ effects on learners’ cognitive load have been consistently inconsistent. In this study, a meta-analytical approach was used to comprehensively analyse 24 empirical studies to investigate the effects of pedagogical agents on students’ cognitive load in multimedia learning and the moderating factors in their process. The results showed that the teaching agent only slightly reduced the cognitive load. Moderating analyses show that the pedagogical agent appearance, pedagogical agent role, subject domain, form of media mix, intervention duration, and learning pace play a moderating role in the process of the pedagogical agent’s influence on cognitive load, and can significantly reduce the cognitive load of learners. |
| format | Article |
| id | doaj-art-be2a071a3ddb47e79112813ad884d0bb |
| institution | DOAJ |
| issn | 1664-1078 |
| language | English |
| publishDate | 2025-07-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj-art-be2a071a3ddb47e79112813ad884d0bb2025-08-20T02:48:12ZengFrontiers Media S.A.Frontiers in Psychology1664-10782025-07-011610.3389/fpsyg.2025.16354651635465The facts about the effects of pedagogical agents on learners’ cognitive load: a meta-analysis based on 24 studiesHao Li0Zhuo Wang1Long Ding2Jiwu Zhang3Guohua Wang4School of Teacher Education, Qiqihar University, Qiqihar, ChinaSchool of Teacher Education, Qiqihar University, Qiqihar, ChinaSchool of Teacher Education, Qiqihar University, Qiqihar, ChinaSchool of Teacher Education, Qiqihar University, Qiqihar, ChinaFaculty of Education, School of Educational Technology, Henan Normal University, Xinxiang, ChinaThe role of pedagogical agents in multimedia learning as an element that gives students social cues to promote cognition has been demonstrated in terms of enhancing students’ academic performance and intrinsic motivation. Cognitive load is an important factor in measuring the effectiveness of multimedia learning, but the results of pedagogical agents’ effects on learners’ cognitive load have been consistently inconsistent. In this study, a meta-analytical approach was used to comprehensively analyse 24 empirical studies to investigate the effects of pedagogical agents on students’ cognitive load in multimedia learning and the moderating factors in their process. The results showed that the teaching agent only slightly reduced the cognitive load. Moderating analyses show that the pedagogical agent appearance, pedagogical agent role, subject domain, form of media mix, intervention duration, and learning pace play a moderating role in the process of the pedagogical agent’s influence on cognitive load, and can significantly reduce the cognitive load of learners.https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1635465/fullmultimedia learningcognitive loadinstructional designpedagogical agentmeta-analysis |
| spellingShingle | Hao Li Zhuo Wang Long Ding Jiwu Zhang Guohua Wang The facts about the effects of pedagogical agents on learners’ cognitive load: a meta-analysis based on 24 studies Frontiers in Psychology multimedia learning cognitive load instructional design pedagogical agent meta-analysis |
| title | The facts about the effects of pedagogical agents on learners’ cognitive load: a meta-analysis based on 24 studies |
| title_full | The facts about the effects of pedagogical agents on learners’ cognitive load: a meta-analysis based on 24 studies |
| title_fullStr | The facts about the effects of pedagogical agents on learners’ cognitive load: a meta-analysis based on 24 studies |
| title_full_unstemmed | The facts about the effects of pedagogical agents on learners’ cognitive load: a meta-analysis based on 24 studies |
| title_short | The facts about the effects of pedagogical agents on learners’ cognitive load: a meta-analysis based on 24 studies |
| title_sort | facts about the effects of pedagogical agents on learners cognitive load a meta analysis based on 24 studies |
| topic | multimedia learning cognitive load instructional design pedagogical agent meta-analysis |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1635465/full |
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