A Gender Matching Effect in Learning with Pedagogical Agents in an Immersive Virtual Reality Science Simulation

Autor/inn/en	Makransky, Guido; Wismer, Philip; Mayer, Richard E.
Titel	A Gender Matching Effect in Learning with Pedagogical Agents in an Immersive Virtual Reality Science Simulation
Quelle	In: Journal of Computer Assisted Learning, 35 (2019) 3, S.349-358 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Makransky, Guido)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12335
Schlagwörter	Educational Technology; Technology Uses in Education; Gender Differences; Computer Simulation; Middle School Students; Role Models; Learning; Recall (Psychology); Transfer of Training; Performance; Science Instruction + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Geschlechterkonflikt; Computergrafik; Computersimulation; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Identifikationsfigur; Lernen; Abberufung; Training; Transfer; Ausbildung; Achievement; Leistung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	The main objective of this study is to determine whether boys and girls learn better when the characteristics of the pedagogical agent are matched to the gender of the learner while learning in immersive virtual reality (VR). Sixty-six middle school students (33 females) were randomly assigned to learn about laboratory safety with one of two pedagogical agents: Marie or a drone, who we predicted serve as a role models for females and males, respectively. The results indicated that there were significant interactions for the dependent variables of performance during learning, retention, and transfer, with girls performing better with Marie (d = 0.98, d = 0.67, and d = 1.03; for performance, retention, and transfer, respectively) and boys performing better with the drone (d = -0.41, d = -0.45, d = -0.23, respectively). The results suggest that gender-specific design of pedagogical agents may play an important role in VR learning environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01