Human or Humanoid Animated Pedagogical Avatars in Video Lectures: The Impact of the Knowledge Type on Learning Outcomes

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dc.contributor.authorPolat, Hamza
dc.contributor.authorTas, Nurullah
dc.contributor.authorKaban, Abdullatif
dc.contributor.authorKayaduman, Halil
dc.contributor.authorBattal, Ali
dc.date.accessioned2026-04-04T13:33:34Z
dc.date.available2026-04-04T13:33:34Z
dc.date.issued2025
dc.departmentİnönü Üniversitesi
dc.description.abstractThis study examines the impacts of educational videos with human or humanoid animated pedagogical avatars (APAs) on cognitive, affective, and social learning outcomes in declarative and procedural knowledge contexts. A 2 x 2 factorial design was used, considering instructor type (human vs. humanoid APA) and knowledge type (declarative vs. procedural). The study involved 139 university students with no prior knowledge of the video content and was conducted in a human-computer interaction lab using an eye-tracking device. There were no significant differences in learning achievement, perceived lecture engagement, emotion, satisfaction, and social presence between the human and humanoid APA. However, learners showed greater visual interest in the human instructor, which influenced their interest in the learning content. Viewers of declarative knowledge videos showed more visual interest and achieved higher learning scores, while procedural videos increased lecture engagement, emotion, satisfaction, and social presence. The study suggests that humanoid APAs can effectively replace human instructors in educational videos and emphasizes the importance of considering knowledge types in video design to impact learning outcomes.
dc.description.sponsorshipScientific and Technological Research Council of Turkey (TUBITAK) [122K596]; Scientific Research Projects of Ataturk University [SAB-2022-10455]
dc.description.sponsorshipThis work was supported by the Scientific and Technological Research Council of Turkey (TUBITAK) under Grant No. 122K596; Scientific Research Projects of Ataturk University under Grant No. SAB-2022- 10455.
dc.identifier.doi10.1080/10447318.2024.2415762
dc.identifier.endpage8927
dc.identifier.issn1044-7318
dc.identifier.issn1532-7590
dc.identifier.issue14
dc.identifier.orcid0000-0003-4465-3145
dc.identifier.orcid0000-0001-8659-2294
dc.identifier.orcid0000-0001-5316-1893
dc.identifier.orcid0000-0002-9646-7507
dc.identifier.scopus2-s2.0-85207288340
dc.identifier.scopusqualityQ1
dc.identifier.startpage8912
dc.identifier.urihttps://doi.org/10.1080/10447318.2024.2415762
dc.identifier.urihttps://hdl.handle.net/11616/109253
dc.identifier.volume41
dc.identifier.wosWOS:001335460900001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherTaylor & Francis Inc
dc.relation.ispartofInternational Journal of Human-Computer Interaction
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WOS_20250329
dc.subjectOn-screen instructor
dc.subjectanimated pedagogical agent
dc.subjecteducational video
dc.subjectknowledge type
dc.subjectvisual interest
dc.titleHuman or Humanoid Animated Pedagogical Avatars in Video Lectures: The Impact of the Knowledge Type on Learning Outcomes
dc.typeArticle

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