Description
The influence that agent-student interaction has on learning can have significant outcomes in an ITS. Agent-human relationships within ITSs possess elements modeled by teacher-student relationships in the classroom. As a result, student perceptions of pedagogical agents can affect learning outcomes. An efficient environment can depend upon the intention for which the virtual agent is designed. As researchers gain more knowledge on the effect that characteristics outside of language have on learning, agent pedagogies can begin to be developed and perfected. In this research, we investigate the role that the pedagogical agent's gender has in the learning process. Specifically, we examine whether gender of agent interacts with gender of student to influence variables related to affect and motivation in ITSs
Details
Title
- Assessing Student Motivation as a Function of Pedagogical Agent Gender in Writing-Pal
Contributors
- Stone, Melissa Linn (Author)
- McNamara, Danielle (Thesis director)
- Snow, Erica (Committee member)
- Barrett, The Honors College (Contributor)
- School of Film, Dance and Theatre (Contributor)
- Department of Psychology (Contributor)
Date Created
The date the item was original created (prior to any relationship with the ASU Digital Repositories.)
2014-05
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