Gendered socialization with an embodied agent: Creating a social and affable mathematics learning environment for middle-grade femalesJournal of Educational Psychology, Special Issue on Advanced Learning Technology (2013)
This study examined whether or not embodied-agent-based learning would help middle-grade females have more positive mathematics learning experiences. The study used an explanatory mixed-methods research design. First, a classroom-based experiment was conducted with one hundred and twenty 9th-graders learning introductory algebra (53% male and 47% female; 51% Caucasian and 49% Latino). The results revealed that learner gender was a significant factor in the learners’ evaluations of their agent (η2 = .07), the learners’ task-specific attitudes (η2 = .05), and their task-specific self-efficacy (η2 = .06). In-depth interviews were then conducted with 22 students selected from the experiment participants. The interviews revealed that Latina and Caucasian females built a different type of relationship with their agent and reported more positive learning experiences as compared to Caucasian males. The females’ favorable view of the agent-based learning was largely influenced by their everyday classroom experiences, implying that students’ learning experience in real and virtual spaces was interconnected.
- virtual tutors,
- embodied conversational agents,
- pedagogical agents,
- interactive learning environments,
- equity in mathematics education,
- human-computer interaction,
- Virtual agents,
- Agent design,
- Virtual peers,
- Equity in education,
- Gender difference,
- STEM education
Publication DateNovember 1, 2013
Citation InformationKim, Y., & Lim, J. (2013). Gendered socialization with an embodied agent: Creating a social and affable mathematics learning environment for middle-grade females. Journal of Educational Psychology, 105 (4), Special Issue on Advanced Learning Technology.