A Systematic Literature Review of the Impact of Pedagogical Agents on Learners' Learning Outcomes

Despite extensive research on pedagogical agents (PAs), a significant portion has focused on their technical development and basic functional implementation, with less emphasis on their specific roles in teaching, effectiveness in educational settings, and impact on learner outcomes. This systematic review synthesizes existing research to explore the influence of PAs on learner outcomes and identifies key mediating factors. A rigorous screening process yielded six quantitative studies that met the inclusion criteria. Findings indicate that embodied, animated, and role-specific PAs can positively impact learning outcomes, aligning with theories such as situated learning and dual coding. However, the impact of PA realism and smiling expressions was less conclusive, highlighting the importance of emotional congruence and contextual factors, which will be further explored through social intelligence and politeness strategies. Moreover, this review underscores the importance of theoretical grounding in PA design and implementation. While effect sizes varied, overall findings suggest a need for future research to explore optimal PA design, the integration of emerging technologies, and address critical ethical considerations. Ultimately, this review offers a comprehensive evaluation of PAs in education, informing future practice and research.