The Speaker/Gender Effect: Does the Speaker's Gender Matter when Presenting Auditory Text in Multimedia Messages?

Autor/inn/en	Linek, Stephanie B.; Gerjets, Peter; Scheiter, Katharina
Titel	The Speaker/Gender Effect: Does the Speaker's Gender Matter when Presenting Auditory Text in Multimedia Messages?
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 38 (2010) 5, S.503-521 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-009-9115-8
Schlagwörter	Cognitive Processes; Probability; Mathematics Instruction; Gender Differences; Educational Technology; Animation; Multimedia Instruction; Instructional Design; Computer Assisted Instruction; Comparative Analysis; Instructional Effectiveness; Narration; Speech Communication; Educational Experiments; Predictor Variables; Student Attitudes + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Mathematics lessons; Mathematikunterricht; Geschlechterkonflikt; Unterrichtsmedien; Multimediales Lernen; Lesson concept; Lessonplan; Unterrichtsentwurf; Computer based training; Computerunterstützter Unterricht; Unterrichtserfolg; Schulversuch; Prädiktor; Schülerverhalten
Abstract	Current cognitive multimedia design theories provide several guidelines on how to integrate verbal and pictorial information. However, the recommendations for the design of auditory texts (narrations) are still fragmentary, especially with regard to the characteristics of the voices used. In the current paper, a fundamental question is addressed, namely, whether to use a male or a female speaker. In two experiments, learners studied dynamic visualizations on probability theory that were accompanied by narrations. The learner's gender and the speaker's gender served as between-subjects variables. In the first study, learners were randomly assigned to speakers of different gender. In the second study, learners could choose among different speakers. The results show that learners achieved better learning outcomes when the narration was presented by a female speaker rather than a male speaker irrespective of the learner's gender (speaker/gender effect). Being given the choice, learners preferred female speakers, but this individual preference had no impact on learning outcomes. The results suggest augmenting purely cognitive approaches to multimedia design by social-motivational assumptions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10