Anthropomorphisms in multimedia learning: Attract attention but do not enhance learning?

Anthropomorphizing graphical elements in multimedia learning materials improves learning outcomes. The reasons for enhanced learning are unclear. We extended a seminal anthropomorphism study in order to examine whether the effect of anthropomorphisms on learning outcomes, both immediate and delayed, is caused by the anthropomorphized elements' effects on attention distribution or by elevated positive affective–motivational states. The study had a partial 3 × 2 design (the materials' graphics: schematic vs. black‐and‐white anthropomorphisms vs. colourful anthropomorphisms × eye tracker: present vs. absent). The participants were university students (N = 181). Unexpectedly, we found no significant effect of anthropomorphisms on learning outcomes. Anthropomorphisms significantly affected attention distribution during initial fixations but not overall. Modest effect on enjoyment was found, but no such effect was detected as concerns flow and generalized positive affect. We also found that the eye tracker's mere presence had slight adverse effects on learners, but these effects did not compromise learning. Lay Description: What is already known about this topic Anthropomorphizing graphical elements in multimedia learning materials (e.g., by adding eyes) generally enhances learning.This could be due to increased motivation or due to effects of the anthropomorphisms on attention distribution.Only one study has used eye tracking to test attention distribution effects of the anthropomorphisms in multimedia learning materials. What this paper adds We have extended a seminal anthropomorphism study by using an eye tracker.Unexpectedly, we found no effect of anthropomorphisms on learning outcomes and, with one exception, on motivational variables.Anthropomorphisms significantly affected attention distribution during initial fixations but not overall. The eye tracker's mere presence had slight adverse effects on learners (though these effects did not compromise learning). Implications for practice Anthropomorphisms in multimedia learning are not universally beneficial, but they do not seem to harm learning.The effects of anthropomorphisms on overall attention distribution (if they really exist) may be harder to detect than one would intuitively assume.Researchers should consider possible adverse effects from the very presence of the eye tracker in studies with motivational outcome variables. [ABSTRACT FROM AUTHOR]