The impact of learner attributes and learner choice in an agent-based environment
The impact of learner attributes and learner choice in an agent-based environment
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DOI：
10.1016/j.compedu.2010.09.016
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发表时间：
2011-02
期刊：
影响因子：
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通讯作者：
Yanghee Kim;Q. Wei
中科院分区：
文献类型：
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作者：
Yanghee Kim;Q. Wei
本研究探讨了学习者的属性（性别和种族）对他们选择的教学代理的影响和影响的属性和选择他们的代理亲和力，特定任务的态度，特定任务的自我效能感和学习收益的看法。参与者是210名高中男性和女性，白人和西班牙裔学生谁在计算机为基础的代数与教学代理集成工作。结果表明，第一，学生优先选择一个同性代理和同一种族的代理。第二，男性谁选择了代理人表现出更积极的态度，在学习环境中的工作比男性谁被分配到代理人，而女性谁被分配到代理人表现出更积极的态度比女性谁选择了代理人。第三，西班牙裔学生表现出更积极的态度，在学习环境中工作比白人。第四，女性认为代理人比男性更和蔼可亲，西班牙裔认为代理人比白人更和蔼可亲。最后，学习者的属性和选择并没有影响在基于代理的环境中的学习收益;相反，参与者在干预后总体上显着提高了他们的表现。
This study examined the impact of learners’ attributes (gender and ethnicity) on their choice of a pedagogical agent and the impact of the attributes and choice on their perceptions of agent affability, task-specific attitudes, task-specific self-efficacy, and learning gains. Participants were 210 high-school male and female, Caucasian and Hispanic students who worked at computer-based algebra integrated with pedagogical agents. The results indicated, first, that students preferentially chose a same-gender agent and a same-ethnicity agent. Second, males who chose an agent showed more positive attitudes toward working at the learning environment than did males who were assigned to an agent whereas females who were assigned to an agent showed more positive attitudes than did females who chose an agent. Third, Hispanic students showed more positive attitudes toward working at the learning environment than Caucasians. Fourth, females perceived the agent as significantly more affable than did males; Hispanics perceived the agent as significantly more affable than did Caucasians. Last, learner attributes and choice did not affect learning gains in the agent-based environment; rather, the participants overall significantly increased their performances after the intervention.