Effects of agent nonverbal behavior depend on the task: facial expressions were valuable for attitudinal learning but detrimental for procedural learning¶
Claim · All claims
Evidence · 1 study · reviewr2·q2
Currency · newest study 2010 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Baylor and Kim showed facial expressions were particularly valuable for attitudinal learning but detrimental for procedural learning. → Nicole C. Krämer & Gary Bente 2010
Evidence¶
Nicole C. Krämer & Gary Bente 2010¶
Nicole C. Krämer & Gary Bente. (2010). Personalizing e-Learning. The Social Effects of Pedagogical Agents. Educ Psychol Rev. https://doi.org/10.1007/s10648-010-9123-x
q2 · i? · review · r2
The review reports, citing Baylor and Kim (2008), that "facial expressions were particularly valuable for attitudinal learning, but detrimental for procedural learning" — a task-moderated effect.
"Baylor and Kim (2008) showed that the effects of nonverbal behavior are dependent on the task: facial expressions were particularly valuable for attitudinal learning, but detrimental for procedural learning."
Discussion¶
Related Claims¶
- Pedagogical agents significantly improve learners' self-efficacy expectations (g = 0.29), with effects moderated by grade level, facial expressions, and reliability reporting — related
- Most agent characteristics, including nonverbal communication, motion, and voice, did not moderate the instructional effectiveness of pedagogical agents — reports the opposite
- Pedagogical agents significantly improve learners' interest (g = 0.30), with the effect depending on the type of control condition — related
- Facial expression was the most common nonverbal attention-getting device, and the open hand the most common hand gesture — related
- Learning outcomes attributed to study away are most commonly psychosocial or attitudinal — related
- Emotionally expressive gestures are associated with better retention than neutral gestures, and gesture and facial expression effects are complementary — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
nonverbal-effects-depend-on-task-type |
title |
Effects of agent nonverbal behavior depend on the task: facial expressions were valuable for attitudinal learning but detrimental for procedural learning |
description |
Effects of agent nonverbal behavior depend on the task: facial expressions were valuable for attitudinal learning but detrimental for procedural learning |
status |
review |
evidence_strength |
weak |
newest_evidence |
2010 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-16 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — nicole-c-krämer-gary-bente-2010 |
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