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Article
Gendered socialization with an embodied agent: Creating a social and affable mathematics learning environment for middle-grade females
Journal of Educational Psychology, Special Issue on Advanced Learning Technology (2013)
  • Yanghee Kim, Utah State University
  • J. Lim
Abstract
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.
Keywords
  • 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 Date
November 1, 2013
Citation Information
Kim, 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.