Best practice for animating APAs: an analytical approach to the existing structure of animated pedagogical agents (APAs) and their advacement in multimedia learning through the lens of character animation's twelve principles
Date
2018
Authors
Munyao, Isabella
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Abstract
A learner's cognition benefits from a well-embodied animated pedagogical agent that
engenders a sense of social affinity with the learner within a virtual learning environment, such
as e-learning. Herein, the theory of a balanced approach to animating pedagogical agents ties the
principles of animation to those of multimedia design. This nascent theory informs the best
practice for animating pedagogical agents (APAs). The grounded theory method raises it through
an analysis of extant texts within the broad fields of animation and multimedia learning. Based
on similar memos from the wide text base, focused codes are inductively derived. The focused
codes then taper towards theoretical categories that group similar codes and ultimately inform
the deductive reasoning behind the nascent theory of a balanced approach to animating
pedagogical agents. Implications for future research, the design and animation of pedagogical
agents are discussed.
Description
This dissertation has been approved for the MA in Digital Arts by the University; it has been
awarded a Pass grade from the Faculty of Humanities. First submitted on
6th March 2018
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Citation
Munyao, Isabella Katuku (2018) Best practice for animating APAs :an analytical approach to the existing structure of animated pedagogical agents (APAs) and their advancement in multimedia learning through the lens of character animation's twelve principles, University of the Witwatersrand, Johannesburg, <http://hdl.handle.net/10539/26882>