Pedagogical agents (PAs) are embodied on-screen characters designed to guide learners through computer-based educational environments. Despite decades of research, questions remain about their effectiveness and optimal design. This descriptive literature review, a work-in-progress, synthesizes over twenty-five years of pedagogical agent research (2000–2025) to identify influential studies and examine how they have shaped the field’s trajectory. A systematic search across ten databases and six educational technology journals yielded 4,137 initial records. After screening and applying exclusion criteria, 459 reports were identified for data extraction and assessed for publication source, theoretical foundation, research method, and findings. Publication trends identified Computers and Education as the leading journal. Analysis revealed Social Agency Theory as the dominant theoretical foundation, followed by Cognitive Load Theory. Methodological patterns showed the predominance of experimental designs in highly cited work, though many lacked a no-agent control group. Limitations across studies included overrepresentation of adult samples, short intervention durations, and limited use of delayed posttests. This review highlights critical gaps in K-12 research and long-term learning assessment. Implications for researchers and practitioners emphasize the need for rigorous experimental designs, extended interventions, and context-specific design guidelines for effective implementation.