Students experience challenges when understanding visual information in multimedia learning. Specifically, immersive multimedia environments, such as virtual reality increase the likelihood that students undergo distractions in which information seeking during system-paced instruction occurred. Although previous studies have reviewed various cue designs to yield students’ higher attention, skepticism still exists regarding which ways cue designs can support their learning comprehension in video instruction. For this study, we sampled a total of 64 undergraduates in a university. Using video instruction performed by an animated pedagogical agent (APA), this study examined the effect of social (i.e., an APA’s conversational gestures) and cognitive (i.e., visual cue) cues on students’ learning comprehension and eye-gaze data within types of visual information (text and pictorial). Also, this study investigated how both cues promoted students’ cognitive load overall. Specific to text information processing, the results of the study confirmed that the negative prime effect of social cues undermined students’ learning comprehension and increased their cognitive load, whereas cognitive cues appeared to be supportive in video instruction. Also, this study found that students’ different visual-attention patterns appeared in pictorial information processing. In terms of pictorial information processing, the study finding implies that whereas social cues caused visual distractions and lowered learning comprehension, cognitive cues as visual cues helped learners to integrate pictorial information via visuospatial clues. Conclusively, we reported several design implications derived from the study findings.

在理解多媒体学习中的视觉信息时，学生会遇到挑战。具体而言，身临其境的多媒体环境（例如虚拟现实）会增加学生分散注意力的可能性，在这种分散注意力中，会出现在系统节奏的教学过程中寻求信息的情况。尽管以前的研究已经回顾了各种提示设计以引起学生的更多关注，但是对于提示设计可以在视频教学中支持他们的学习理解的方式仍然存有怀疑。在这项研究中，我们从一所大学的64名本科生中抽取了样本。本研究使用动画教学人员（APA）进行的视频教学，研究了社交（即APA的对话手势）和认知（即，视觉提示）在视觉信息类型（文本和图片）中提示学生的学习理解和视线数据。此外，本研究调查了这两种线索如何整体上促进学生的认知负荷。特定于文本信息处理的研究结果证实，社交线索的负面主要影响削弱了学生的学习理解并增加了他们的认知负担，而认知线索似乎在视频教学中起到了支持作用。此外，这项研究还发现学生在图像信息处理中出现了不同的视觉注意模式。在图片信息​​处理方面，研究发现暗示，尽管社交线索导致视觉分散注意力并降低了学习理解力，认知线索作为视觉线索可以帮助学习者通过视觉空间线索来整合图像信息。最后，我们报告了从研究结果中得出的一些设计含义。