Impacts of Pedagogical Agent Gender in an Accessible Learning Environment

Autor/inn/en	Schroeder, Noah L.; Adesope, Olusola O.
Titel	Impacts of Pedagogical Agent Gender in an Accessible Learning Environment
Quelle	In: Educational Technology & Society, 18 (2015) 4, S.401-411 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Academic Achievement; Student Attitudes; Pacing; Animation; Educational Technology; Multimedia Instruction; Sex Stereotypes; Gender Bias; Statistical Significance; Preservice Teachers; Computers; Questionnaires; Demography; Pretests Posttests + Suchen Sie Ihr Suchwort? Schulleistung; Schülerverhalten; Lerntempo; Unterrichtsmedien; Multimediales Lernen; Geschlechterstereotyp; Digitalrechner; Fragebogen; Demografie
Abstract	Advances in information technologies have resulted in the use of pedagogical agents to facilitate learning. Although several studies have been conducted to examine the effects of pedagogical agents on learning, little is known about gender stereotypes of agents and how those stereotypes influence student learning and attitudes. This study investigates if the pedagogical agent's gender influences cognitive and affective outcomes in learner-attenuated system-paced environments. The findings reveal that the gender of the agent did not produce any statistically significant effects. This indicates that the effects of learning with pedagogical agents may be independent of the agents' gender. The implications for theory and practice are discussed, along with future research directions. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01