Identification features and pedagogical agents in a mathematical game

This study investigated the influence of adding identification features and a pedagogical agent to a serious game on students´ learning of areas of parallelograms. Eighty-one fifth graders from a public school in Taiwan participated in the experiment that used 2 × 2 factorial designs. The participants were randomly assigned to one of the four treatment groups. The dependent variables of the experiment were identification feature (i.e., yes or no) and pedagogical agent (i.e., yes or no) while the independent variables were posttest as well as cognitive load and motivation.