The Impact of Animated Pedagogical Agents on Girls' and Boys' Emotions, Attitudes, Behaviors and Learning

We report on the reactions of males and female students to the presence of animated pedagogical agents that provided emotional and motivational support. One hundred high school students used agents embedded in an Intelligent Tutoring System for Mathematics and randomized controlled evaluations compa...

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Bibliographic Details
Published in2011 IEEE 11th International Conference on Advanced Learning Technologies pp. 506 - 510
Main Authors Arroyo, I., Woolf, B. P., Cooper, D. G., Burleson, W., Muldner, K.
Format Conference Proceeding
LanguageEnglish
Published IEEE 01.07.2011
Subjects
affect
Educational institutions
empirical evaluation
gender differences
Intelligent Tutoring Systems
Learning systems
Mathematics
mathematics education
motivation
pedagogical agents
Problem-solving
Software
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ISBN9781612842097
1612842097
ISSN2161-3761
DOI10.1109/ICALT.2011.157

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Summary:We report on the reactions of males and female students to the presence of animated pedagogical agents that provided emotional and motivational support. One hundred high school students used agents embedded in an Intelligent Tutoring System for Mathematics and randomized controlled evaluations compared students with and without learning companions. The results indicate that affective pedagogical agents improve affective outcomes of students in general and particularly so for female students, who reported being more frustrated and less confident while solving math problems prior to using the tutoring system. We discuss issues of incorporating gender into user models and of generating responses tailored to gender.
ISBN:9781612842097
1612842097
ISSN:2161-3761
DOI:10.1109/ICALT.2011.157