Since the conception of pedagogical agents in multimedia environments, researchers have advocated for agents to be designed to exhibit social cues that prime the social interaction of the target audience. One powerful social cue has been agent gesturing. While most agents are created only to use deictic (pointing) gestures, there is recent evidence that agents that perform all gesture types (iconic, metaphoric, deictic, and beat) with enhanced frequency help foreign language users learn more procedural knowledge. Therefore, this research examines how all gesture types and different frequencies influence agent persona and learning outcomes when foreign language users learn declarative knowledge. The results indicated that the use of gestures, regardless of frequency, significantly increase agent persona. However, gesture frequency produced conflicting learning outcomes. While enhancing gestures were beneficial for cued recall and recognition, the average gesture condition was not, which indicates that the strength of social cues is important.

自从在多媒体环境中引入教育媒介的概念以来，研究人员就一直在倡导将媒介设计为展现社交线索，从而激发目标受众的社交互动。代理商打手势是一种强有力的社交线索。虽然创建了大多数代理仅用于使用指示性手势（指点），但最近有证据表明，以增强的频率执行所有手势类型（指示性，隐喻，指示性和节拍）的代理可帮助外语用户学习更多的过程知识。因此，本研究研究了当外语用户学习陈述性知识时，所有手势类型和不同频率如何影响座席角色和学习结果。结果表明，无论使用频率如何，手势的使用都会显着增加业务代表的角色。然而，手势频率产生矛盾的学习结果。虽然增强手势有助于提示的回忆和识别，但平均手势条件却不然，这表明社交提示的强度很重要。