The study focused on the use of pedagogical agents with sex appeal in a computer-assisted learning environment. The study adopted a 2 (male/female) × 3 (demure/seductive/overtly sexual) experimental design. The primary analysis consisted of 2 parts: (a) comparing the impact of effective learning on students' perceptions of demure, seductive, or overtly sexual pedagogical agents, and (b) exploring gender differences in the usage of pedagogical agents with sex appeal. The empirical study results revealed that the sex appeal of female pedagogical agents is more helpful in effective learning than those of male agents. The sexy appearances of pedagogical agents are perceived by students as attractive, untrustworthy, and unprofessional. A seductive appearance in pedagogical agents is the most beneficial for effective learning than demure or overtly sexual ones. Students' and pedagogical agents' gender affect the impact of pedagogical agents with sex appeal on effective learning.