Together with the animated agent's effect on cognition, the motivational effect of agents is an important element that adds value to the instructional software in which the agent is used.

According to Dehn & Van Mulken's (2000) summary of research studies, most results show a positive impact on the user's affect, operationalized by labels such as comfortability, likeability, engagingness/entertainment, and utility.

Other researchers, like Moreno (2000), have looked into the affective domain as a secondary focus, and have reported positive results on motivation. Also, Koda & Maes' (1996) have found animated agents have had a positive effect on likeability on the part of the user.

The important aspect of enhanced motivation resulting from the use of animated agents is that learning and motivation are closely connected. Although a student may still learn with demotivating instructional materials, having a good instructional program that includes motivational components (like an animated agent) increases the chances of the user spending more time with the learning activities and engaging in meaningful interaction with those instructional materials.

At the same time, a higher level of motivation resulting from the presence of the animated agent produces the CBS (Come Back Soon) effect, by which users have such a nice, positive experience with that program that they are better predisposed to engage in learning activities with similar programs.

Both motivational and cognition factors need to be taken into account when implementing a program with an animated agent component in it. The right knowledge on how motivation and cognition work in the agent-based environment comes from examination of previous research done in the field.