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

Abstract 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.