This experimental study employed a 2×2×2 factorial design to investigate the effect of type of knowledge (procedural, attitudinal), deictic gesture (presence, absence), and facial expression (presence, absence) on learners attitudes, perception (agent persona, gesture, facial expression), and learning. A total of 237 participants learned from a instructional module that varied by the three factors. Results indicated that facial expressions were particularly valuable for attitudinal learning, and were actually detrimental for procedural learning outcome. Similarly, gestures were perceived as more valuable for students in the procedural module, even though they did not directly enhance recall.