Cognition is one of the domains animated agents can influence. One of the main reasons animated agents are added to training and educational software is to help students learn more and better.

Depending on the student's personality trait (e.g., introvert vs. extrovert), learning style (process-oriented vs. product-oriented), and level of comfort with computer-based instructional activities, an agent may or may not have an effect on cognition.

Research done on the effect of the use of animated agents on student performance has shown contradictory results. In some instances, students performance increased after a period of interaction with an agent-based program, as compared with the same program without an agent. But in other cases, students interacting with an animated agent and students interacting with a text-based system performed the same in final achievement tests.

The uses an animated agent has to help improve cognitive processes is closely related to the pedagogical roles the agent may perform. Whether the agent uses a Socratic tutoring approach, or a Constructivist approach, or even if it employs a direct instruction method, all agent's actions and behaviors will have to be rooted in sound, proven theories of learning and cognition.

A computer application that implements an animated agent component without proper attention to the pedagogical aspects of that implementation will decrease its chances of positively influencing user performance.

At the same time, a computer application that implements only one type of pedagogic agent and forces all users (irrespective of their learning styles, personality type, or computer experience) to use the same agent, decreases the chances of users improving their performance as a result of the presence of the agent.

In order to account for different kinds of learners, some computer programs include more than one agent that users can choose from. Each agent will suit a different learning style or personality type. Those users that are computer savvy and/or comfortable with the subject matter may also have the choice of not using any agent at all.

In this way, the agent only helps those who need or want to receive that help, which supports pedagogical theories of personalized or individualized learning.