Despite the continuous emphasis on emotion in multimedia learning, it was still unclear how pedagogical agent emotional cues might affect learning. In the present study, a between-subjects experiment was performed to examine the effects of a pedagogical agent with dual-channel emotional cues on learners' emotions, cognitive load, and knowledge transfer performance. Participants from a central Chinese university (age mean = 21.26, N = 66) were randomly divided into three groups. These groups received instructions from an affective pedagogical agent, a neutral pedagogical agent, or a neutral voice narration without pedagogical agent embodiment. Results showed that learners assigned the affective pedagogical agent reported a significantly higher emotional level than learners assigned the neutral pedagogical agent. Learners’ perceived task difficulty was not significantly different among groups while instructional efficiency was significantly higher for learners with the affective pedagogical agent. Moreover, learners assigned to the affective pedagogical agent performed significantly better on the knowledge transfer test than those assigned the neutral pedagogical agent or the neutral voice.

尽管在多媒体学习中持续强调情感，但仍不清楚教学人员的情感线索如何影响学习。在本研究中，进行了一项受试者间实验，以检验具有双通道情绪线索的教学代理对学习者情绪，认知负荷和知识转移表现的影响。来自华中大学的参与者（平均年龄= 21.26，N = 66）被随机分为三组。这些小组从情感教学者，中性教学者或中性语音叙述中获得指示，而没有教学者实施例。结果表明，分配情感教学者的学习者的情绪水平明显高于分配中性教学者的学习者。学习者的感知任务难度在各组之间没有显着差异，而使用情感教学法的学习者的教学效率显着更高。此外，分配给情感教学者的学习者在知识转移测试中的表现要明显优于分配给中性教学者或中性声音的学习者。