Research graph
References from Effects of Virtual Pedagogical Agents and Instructional Content Type on Learners’ Experience in Online Learning: Evidence from Behavioral, Eye-Tracking, and EEG Data. Local targets link to admitted publications; unresolved targets remain external evidence.
AI-powered recommendations: The roles of perceived similarity and psychological distance on persuasion
10.1080/02650487.2021.1982529 · 2021 · External reference
Fostering social agency in multimedia learning: Examining the impact of an animated agent’s voice
10.1016/j.cedpsych.2004.07.001 · 2005 · External reference
10.1017/cbo9780511816819
10.1017/cbo9780511816819 · External reference
Designing nonverbal communication for pedagogical agents: When less is more
10.1016/j.chb.2008.10.008 · 2009 · External reference
Toward a more robust theory and measure of social presence: Review and suggested criteria
10.1162/105474603322761270 · 2003 · External reference
What drives users to tip? The impact of contributor experience, content length, and content type on online video sharing platforms
10.1016/j.im.2024.104054 · 2024 · External reference
Animal companions: Fostering children’s effort-making by nurturing virtual pets
10.1111/j.1467-8535.2009.01003.x · 2011 · External reference
Reconsidering the voice effect when learning from a virtual human
10.1016/j.compedu.2017.07.003 · 2017 · External reference
Effects of artificial intelligence-powered virtual agents on learning outcomes in computer-based simulations: A meta-analysis
10.1007/s10648-024-09855-4 · 2024 · External reference
Feeling close from afar: The role of psychological distance in offsetting distrust in unfamiliar online retailers
10.1016/j.jretai.2016.02.001 · 2016 · External reference
The impact of pedagogical agent gesturing in multimedia learning environments: A meta-analysis
10.1016/j.edurev.2018.05.002 · 2018 · External reference
EEGLAB: An open source toolbox for analysis of single-trial EEG dynamics including independent component analysis
10.1016/j.jneumeth.2003.10.009 · 2004 · External reference
Do pedagogical agents facilitate learner motivation and learning outcomes?
10.1027/1864-1105/a000011 · 2010 · External reference
A social-cognitive approach to motivation and personality
10.1037/0033-295x.95.2.256 · 1988 · External reference
Effects of an artificial agent as a behavioral model on motivational and learning outcomes
10.1016/j.chb.2019.03.013 · 2019 · External reference
The role of psychological distance and construal level in explaining the effectiveness of human-like vs. cartoon-like virtual influencers
10.1016/j.jbusres.2024.114916 · 2024 · External reference
Chatbot learning partners: Connecting learning experiences, interest and competence
10.1016/j.chb.2018.12.023 · 2019 · External reference
Students’ experiences, learning outcomes and satisfaction in e-learning
2017 · External reference
A look at the roles of look & roles in embodied pedagogical agents: A user preference perspective
10.3233/irg-2009-19(1)03 · 2009 · External reference
Unresolved reference
External reference
Unresolved reference
External reference
An alternative approach to the measurement of emotional attachment
10.1002/mar.20700 · 2014 · External reference
Anthropomorphic response: Understanding interactions between humans and artificial intelligence agents
10.1016/j.chb.2022.107512 · 2023 · External reference
Perceived credibility of an AI instructor in online education: The role of social presence and voice features
10.1016/j.chb.2022.107383 · 2022 · External reference
Cognitive load theory: Implications of cognitive load theory on the design of learning
10.1016/s0959-4752(01)00014-7 · 2002 · External reference
Use of short animal-themed videos to enhance veterinary students’ mood, attention, and understanding of pharmacology lectures
10.3138/jvme.1016-162r · 2018 · External reference
Social robots and virtual agents as lecturers for video instruction
10.1016/j.chb.2015.04.005 · 2016 · External reference
Animated pedagogical agents enhance learning outcomes and brain activity during learning
10.1111/jcal.12634 · 2022 · External reference
10.3389/fpsyg.2024.1357936
10.3389/fpsyg.2024.1357936 · External reference
Social cues in multimedia learning: Role of speaker’s voice
10.1037/0022-0663.95.2.419 · 2003 · External reference
The case for social agency in computer-based teaching: Do students learn more deeply when they interact with animated pedagogical agents?
10.1207/s1532690xci1902_02 · 2001 · External reference
Identification and emotional attachment in higher education: Antecedents and consequences
10.1080/08841241.2021.1936744 · 2023 · External reference
Cognitive load theory: New conceptualizations, specifications, and integrated research perspectives
10.1007/s10648-010-9133-8 · 2010 · External reference
Cognitive-load theory: Methods to manage working memory load in the learning of complex tasks
10.1177/0963721420922183 · 2020 · External reference
I, robot, you, consumer: Measuring artificial intelligence types and their effect on consumers emotions in service
10.1177/10946705221103538 · 2022 · External reference
10.1109/fie56618.2022.9962478
10.1109/fie56618.2022.9962478 · External reference
Personalized adaptive learning: An emerging pedagogical approach enabled by a smart learning environment
10.1186/s40561-019-0089-y · 2019 · External reference
Unresolved reference
External reference
The influences of a virtual instructor’s voice and appearance on learning from video lectures
10.1111/jcal.12704 · 2022 · External reference
10.3390/educsci16010082
10.3390/educsci16010082 · External reference
Human or humanoid animated pedagogical avatars in video lectures: The impact of the knowledge type on learning outcomes
10.1080/10447318.2024.2415762 · 2025 · External reference
Unresolved reference
External reference
Unresolved reference
External reference
A reconsideration of cognitive load theory
10.1007/s10648-007-9053-4 · 2007 · External reference
Unresolved reference
External reference
Designing and learning with pedagogical agents: An umbrella review
10.1177/07356331241288476 · 2025 · External reference
Measuring pedagogical agent persona and the influence of agent persona on learning
10.1016/j.compedu.2017.02.015 · 2017 · External reference
Student engagement in high school classrooms from the perspective of flow theory
10.1521/scpq.18.2.158.21860 · 2003 · External reference
“Hey Alexa—Order groceries for me”: The effect of consumer–VAI emotional attachment on satisfaction and repurchase intention
10.1108/ejm-12-2019-0942 · 2022 · External reference
Cognitive load during problem solving: Effects on learning
10.1207/s15516709cog1202_4 · 1988 · External reference
Cognitive load theory, learning difficulty, and instructional design
10.1016/0959-4752(94)90003-5 · 1994 · External reference
The ties that bind: Measuring the strength of consumers’ emotional attachments to brands
10.1207/s15327663jcp1501_10 · 2005 · External reference
Construal-level theory of psychological distance
10.1037/a0018963 · 2010 · External reference
Contextually relevant pedagogical agents: Visual appearance, stereotypes, and first impressions and their impact on learning
10.1016/j.compedu.2010.02.019 · 2010 · External reference
Instructor presence in instructional video: Effects on visual attention, recall, and perceived learning
10.1016/j.chb.2017.01.049 · 2017 · External reference
The power of affective pedagogical agent and self-explanation in computer-based learning
10.1016/j.compedu.2022.104723 · External reference
The effects of affective pedagogical agent in multimedia learning environments: A meta-analysis
10.1016/j.edurev.2022.100506 · External reference
Social presence and psychological distance: A construal level account for online distance learning
10.1007/s10639-023-12289-0 · 2024 · External reference
Avatars improve the quality of online learning: The role of attention and positive emotions
10.1007/s10639-024-12790-0 · 2024 · External reference
Enhancing online learning outcomes through virtual companion AI: The role of identity anthropomorphism
10.1111/bjet.70072 · 2026 · External reference
Intelligent agent supported personalization for virtual learning environments
10.1016/j.dss.2005.05.033 · 2006 · External reference
10.3389/fpsyg.2026.1707196
10.3389/fpsyg.2026.1707196 · External reference
The effect of different types of virtual influencers on consumers’ emotional attachment
10.1016/j.jbusres.2024.114646 · 2024 · External reference
Using attachment theory to conceptualize and measure the experiences in human-AI relationships
10.1007/s12144-025-07917-6 · 2025 · External reference
Tools or peers? Impacts of anthropomorphism level and social role on emotional attachment and disclosure tendency towards intelligent agents
10.1016/j.chb.2022.107415 · 2023 · External reference
Beyond learning with cold machine: Interpersonal communication skills as anthropomorphic cue of AI instructor
10.1186/s41239-024-00465-2 · 2024 · External reference
Beyond appearance: Agent anthropomorphism, alignment, and integration in video learning
10.1016/j.compedu.2025.105438 · 2025 · External reference
Reconsidering Baron and Kenny: Myths and truths about mediation analysis
10.1086/651257 · 2010 · External reference
Social facilitation and inhibition with virtual characters
2024 · External reference
An alternative approach to the measurement of emotional attachment
10.1002/mar.20700 · ExternalCitation · doi-reference
Social presence and psychological distance: A construal level account for online distance learning
10.1007/s10639-023-12289-0 · ExternalCitation · doi-reference
Avatars improve the quality of online learning: The role of attention and positive emotions
10.1007/s10639-024-12790-0 · ExternalCitation · doi-reference
A reconsideration of cognitive load theory
10.1007/s10648-007-9053-4 · ExternalCitation · doi-reference
Cognitive load theory: New conceptualizations, specifications, and integrated research perspectives
10.1007/s10648-010-9133-8 · ExternalCitation · doi-reference
Effects of artificial intelligence-powered virtual agents on learning outcomes in computer-based simulations: A meta-analysis
10.1007/s10648-024-09855-4 · ExternalCitation · doi-reference
Using attachment theory to conceptualize and measure the experiences in human-AI relationships
10.1007/s12144-025-07917-6 · ExternalCitation · doi-reference
Cognitive load theory, learning difficulty, and instructional design
10.1016/0959-4752(94)90003-5 · ExternalCitation · doi-reference
Fostering social agency in multimedia learning: Examining the impact of an animated agent’s voice
10.1016/j.cedpsych.2004.07.001 · ExternalCitation · doi-reference
Designing nonverbal communication for pedagogical agents: When less is more
10.1016/j.chb.2008.10.008 · ExternalCitation · doi-reference
Social robots and virtual agents as lecturers for video instruction
10.1016/j.chb.2015.04.005 · ExternalCitation · doi-reference
Instructor presence in instructional video: Effects on visual attention, recall, and perceived learning
10.1016/j.chb.2017.01.049 · ExternalCitation · doi-reference
Chatbot learning partners: Connecting learning experiences, interest and competence
10.1016/j.chb.2018.12.023 · ExternalCitation · doi-reference
Effects of an artificial agent as a behavioral model on motivational and learning outcomes
10.1016/j.chb.2019.03.013 · ExternalCitation · doi-reference
Perceived credibility of an AI instructor in online education: The role of social presence and voice features
10.1016/j.chb.2022.107383 · ExternalCitation · doi-reference
Tools or peers? Impacts of anthropomorphism level and social role on emotional attachment and disclosure tendency towards intelligent agents
10.1016/j.chb.2022.107415 · ExternalCitation · doi-reference
Anthropomorphic response: Understanding interactions between humans and artificial intelligence agents
10.1016/j.chb.2022.107512 · ExternalCitation · doi-reference
Contextually relevant pedagogical agents: Visual appearance, stereotypes, and first impressions and their impact on learning
10.1016/j.compedu.2010.02.019 · ExternalCitation · doi-reference
Measuring pedagogical agent persona and the influence of agent persona on learning
10.1016/j.compedu.2017.02.015 · ExternalCitation · doi-reference
Reconsidering the voice effect when learning from a virtual human
10.1016/j.compedu.2017.07.003 · ExternalCitation · doi-reference
The power of affective pedagogical agent and self-explanation in computer-based learning
10.1016/j.compedu.2022.104723 · ExternalCitation · doi-reference
Beyond appearance: Agent anthropomorphism, alignment, and integration in video learning
10.1016/j.compedu.2025.105438 · ExternalCitation · doi-reference
Intelligent agent supported personalization for virtual learning environments
10.1016/j.dss.2005.05.033 · ExternalCitation · doi-reference
The impact of pedagogical agent gesturing in multimedia learning environments: A meta-analysis
10.1016/j.edurev.2018.05.002 · ExternalCitation · doi-reference
The effects of affective pedagogical agent in multimedia learning environments: A meta-analysis
10.1016/j.edurev.2022.100506 · ExternalCitation · doi-reference
What drives users to tip? The impact of contributor experience, content length, and content type on online video sharing platforms
10.1016/j.im.2024.104054 · ExternalCitation · doi-reference
The effect of different types of virtual influencers on consumers’ emotional attachment
10.1016/j.jbusres.2024.114646 · ExternalCitation · doi-reference
The role of psychological distance and construal level in explaining the effectiveness of human-like vs. cartoon-like virtual influencers
10.1016/j.jbusres.2024.114916 · ExternalCitation · doi-reference
EEGLAB: An open source toolbox for analysis of single-trial EEG dynamics including independent component analysis
10.1016/j.jneumeth.2003.10.009 · ExternalCitation · doi-reference
Feeling close from afar: The role of psychological distance in offsetting distrust in unfamiliar online retailers
10.1016/j.jretai.2016.02.001 · ExternalCitation · doi-reference
Cognitive load theory: Implications of cognitive load theory on the design of learning
10.1016/s0959-4752(01)00014-7 · ExternalCitation · doi-reference
10.1017/cbo9780511816819
10.1017/cbo9780511816819 · ExternalCitation · doi-reference
Do pedagogical agents facilitate learner motivation and learning outcomes?
10.1027/1864-1105/a000011 · ExternalCitation · doi-reference
Social cues in multimedia learning: Role of speaker’s voice
10.1037/0022-0663.95.2.419 · ExternalCitation · doi-reference
A social-cognitive approach to motivation and personality
10.1037/0033-295x.95.2.256 · ExternalCitation · doi-reference
Construal-level theory of psychological distance
10.1037/a0018963 · ExternalCitation · doi-reference
AI-powered recommendations: The roles of perceived similarity and psychological distance on persuasion
10.1080/02650487.2021.1982529 · ExternalCitation · doi-reference
Identification and emotional attachment in higher education: Antecedents and consequences
10.1080/08841241.2021.1936744 · ExternalCitation · doi-reference
Human or humanoid animated pedagogical avatars in video lectures: The impact of the knowledge type on learning outcomes
10.1080/10447318.2024.2415762 · ExternalCitation · doi-reference
Reconsidering Baron and Kenny: Myths and truths about mediation analysis
10.1086/651257 · ExternalCitation · doi-reference
“Hey Alexa—Order groceries for me”: The effect of consumer–VAI emotional attachment on satisfaction and repurchase intention
10.1108/ejm-12-2019-0942 · ExternalCitation · doi-reference
10.1109/fie56618.2022.9962478
10.1109/fie56618.2022.9962478 · ExternalCitation · doi-reference
Enhancing online learning outcomes through virtual companion AI: The role of identity anthropomorphism
10.1111/bjet.70072 · ExternalCitation · doi-reference
Animal companions: Fostering children’s effort-making by nurturing virtual pets
10.1111/j.1467-8535.2009.01003.x · ExternalCitation · doi-reference
Animated pedagogical agents enhance learning outcomes and brain activity during learning
10.1111/jcal.12634 · ExternalCitation · doi-reference
The influences of a virtual instructor’s voice and appearance on learning from video lectures
10.1111/jcal.12704 · ExternalCitation · doi-reference
Toward a more robust theory and measure of social presence: Review and suggested criteria
10.1162/105474603322761270 · ExternalCitation · doi-reference
Designing and learning with pedagogical agents: An umbrella review
10.1177/07356331241288476 · ExternalCitation · doi-reference
Cognitive-load theory: Methods to manage working memory load in the learning of complex tasks
10.1177/0963721420922183 · ExternalCitation · doi-reference
I, robot, you, consumer: Measuring artificial intelligence types and their effect on consumers emotions in service
10.1177/10946705221103538 · ExternalCitation · doi-reference
Personalized adaptive learning: An emerging pedagogical approach enabled by a smart learning environment
10.1186/s40561-019-0089-y · ExternalCitation · doi-reference
Beyond learning with cold machine: Interpersonal communication skills as anthropomorphic cue of AI instructor
10.1186/s41239-024-00465-2 · ExternalCitation · doi-reference
The case for social agency in computer-based teaching: Do students learn more deeply when they interact with animated pedagogical agents?
10.1207/s1532690xci1902_02 · ExternalCitation · doi-reference
The ties that bind: Measuring the strength of consumers’ emotional attachments to brands
10.1207/s15327663jcp1501_10 · ExternalCitation · doi-reference
Cognitive load during problem solving: Effects on learning
10.1207/s15516709cog1202_4 · ExternalCitation · doi-reference
Student engagement in high school classrooms from the perspective of flow theory
10.1521/scpq.18.2.158.21860 · ExternalCitation · doi-reference
Use of short animal-themed videos to enhance veterinary students’ mood, attention, and understanding of pharmacology lectures
10.3138/jvme.1016-162r · ExternalCitation · doi-reference
A look at the roles of look & roles in embodied pedagogical agents: A user preference perspective
10.3233/irg-2009-19(1)03 · ExternalCitation · doi-reference
10.3389/fpsyg.2024.1357936
10.3389/fpsyg.2024.1357936 · ExternalCitation · doi-reference
10.3389/fpsyg.2026.1707196
10.3389/fpsyg.2026.1707196 · ExternalCitation · doi-reference
10.3390/educsci16010082
10.3390/educsci16010082 · ExternalCitation · doi-reference
