Contextually Relevant Pedagogical Agents: Visual Appearance, Stereotypes, and First Impressions and Their Impact on Learning

Autor/in	Veletsianos, George
Titel	Contextually Relevant Pedagogical Agents: Visual Appearance, Stereotypes, and First Impressions and Their Impact on Learning
Quelle	In: Computers & Education, 55 (2010) 2, S.576-585 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2010.02.019
Schlagwörter	Computer Assisted Instruction; Artists; Scientists; Context Effect; Stereotypes; Expectation; Intellectual Disciplines; Electronic Learning; Virtual Classrooms; Computer Simulation; Simulated Environment; Computer Interfaces; Animation; Courseware; Educational Television; Influence of Technology; Projection Equipment; Adoption (Ideas); Use Studies; Surveys; Teacher Surveys; Models; Questionnaires; Validity; Physical Characteristics; Recall (Psychology); Instructional Effectiveness; Student Attitudes + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Artiste; Artist; Künstler; Künstlerin; Scientist; Wissenschaftler; Klischee; Expectancy; Erwartung; Geisteswissenschaften; Computergrafik; Computersimulation; Künstliche Umwelt; Lernsoftware; Bildungsfernsehen; Schulfernsehen; Projektionstechnik; Ideas; Ideenfindung; Benutzerschulung; Survey; Umfrage; Befragung; Analogiemodell; Fragebogen; Gültigkeit; Körperliche Erscheinung; Abberufung; Unterrichtserfolg; Schülerverhalten
Abstract	Humans draw on their stereotypic beliefs to make assumptions about others. Even though prior research has shown that individuals respond socially to media, there is little evidence with regards to learners stereotyping and categorizing pedagogical agents. This study investigated whether learners stereotype a pedagogical agent as being knowledgeable or not knowledgeable and how this acuity influenced learning. Participants were assigned to four experimental conditions differing by agent (scientist or artist) and tutorial type (nanotechnology or punk rock). Quantitative analyses indicated that agents were stereotyped depending on their image and the academic domain under which they functioned. Regardless of tutorial, participants assigned to the artist agent recalled more information than participants assigned to the scientist agent. Learning differences between the groups varied according to whether agent appearance fit the content area under investigation. Qualitative results indicated learner's stereotypic expectations as well as their unwillingness to draw conclusions based on visual appearance. (Contains 2 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10