Body movements such as gestures and facial expressions are an essential part of human communication. While first results show that body movements of pedagogical agents in educational videos foster learning when they are learning-related, the impact of unrelated gestures and facial expressions is still not fully examined. This study investigated whether learning-unrelated gestures and facial expressions performed by an on-screen instructor were able to increase learning outcomes while considering differences in cognitive load and the perception of the agent. In a 2 (gestures; with vs. without) x 2 (facial expressions; with vs. without) between-subject design, data of 163 participants was collected. Results revealed that a pedagogical agent who performed both gestures and facial expressions led to better retention performances. In terms of transfer, participants performed better when they watched the agent performing gestures or facial expressions solely. In line with the computers-as-social-actors paradigm, gestures and facial expressions made the agent look more human-like. Gestures and facial expressions also led to higher perceptions of learning facilitation. In contrast to the hypotheses, implementing learning-irrelevant body movements did not cause extraneous processing. The results of this study are discussed with a focus on social processes while learning.

手势和面部表情等身体动作是人类交流的重要组成部分。虽然最初的结果表明，教育视频中教学代理的身体运动在与学习相关时会促进学习，但无关手势和面部表情的影响仍未得到充分研究。本研究调查了屏幕上教师执行的与学习无关的手势和面部表情是否能够在考虑认知负荷和代理感知差异的同时提高学习成果。在 2（手势；有与没有）x 2（面部表情；有与没有）之间的受试者设计中，收集了 163 名参与者的数据。结果显示，同时执行手势和面部表情的教学代理会导致更好的保留表现。在转让方面，当参与者仅观看代理执行手势或面部表情时，他们的表现会更好。符合计算机作为社交参与者的范式、手势和面部表情使代理看起来更像人。手势和面部表情也导致对学习促进的更高认识。与假设相反，实施与学习无关的身体运动不会导致无关的处理。本研究的结果重点讨论了学习过程中的社会过程。