Gendered socialization with an embodied agent: Creating a social and affable mathematics learning environment for middle-grade females

• Autores: Yanghee Kim, Jae Hoon Lim
• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 105, Nº. 4, 2013, págs. 1164-1174
• Idioma: inglés
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• Resumen

  • 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 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 with 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.