The impact of animated pedagogical agents on girls' and boys' emotions, attitudes, behaviors and learning

Ivon Arroyo, Beverly P. Woolf, David G. Cooper, Winslow Burleson, Kasia Muldner

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

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.

Original languageEnglish (US)
Title of host publicationProceedings of the 2011 11th IEEE International Conference on Advanced Learning Technologies, ICALT 2011
Pages506-510
Number of pages5
DOIs
StatePublished - 2011
Event2011 11th IEEE International Conference on Advanced Learning Technologies, ICALT 2011 - Athens, GA, United States
Duration: Jul 6 2011Jul 8 2011

Publication series

NameProceedings of the 2011 11th IEEE International Conference on Advanced Learning Technologies, ICALT 2011

Other

Other2011 11th IEEE International Conference on Advanced Learning Technologies, ICALT 2011
CountryUnited States
CityAthens, GA
Period7/6/117/8/11

Keywords

  • Empirical evaluation
  • Gender differences
  • Intelligent Tutoring Systems
  • Mathematics education
  • Motivation and affect
  • Pedagogical agents

ASJC Scopus subject areas

  • Software
  • Education

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