College students (in Experiment 1) and 7th-grade students (in Experiment 2) learned how to design the roots, stem, and leaves of plants to survive in 8 different environments through a computer-based multimedia lesson. They learned by interacting with an animated pedagogical agent who spoke to them (Group PA) or received identical graphics and explanations as on-screen text without a pedagogical agent (Group No PA). Group PA outperformed Group No PA on transfer tests and interest ratings but not on retention tests. To investigate further the basis for this personal agent effect, we varied the interactivity of the agent-based lesson (Experiment 3) and found an

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Abstract.A key promise of narrative-centered learning environments is the ability to make learning engaging. However, there is concern that learning and engagement may be at odds in these game-based learning environments and traditional learning systems. This view suggests that, on the one hand, students interacting with a game-based learning environment may be engaged but unlikely to learn, while on the other hand, traditional learning technologies may promote deep learning but provide limited engagement. This paper presents findings from a study with human participants that challenges the view that engagement and learning need be opposed. A study was conducted with 153 middle school students interacting with a narrative-centered learning environment. Rather than finding an oppositional relationship between learning and engagement, the study found a strong positive relationship between learning outcomes and increased engagement. Furthermore, the relationship between learning outcomes and engagement held even when controlling for students' background knowledge and game-playing experience.

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