Affective Gendered Learning Companions

被引：24

作者：

Arroyo, Ivon ^{[1
]}

Woolf, Beverly Park ^{[1
]}

Royer, James M. ^{[2
]}

Tai, Minghui ^{[3
]}

机构：

[1] Univ Massachusetts Amherst, Dept Comp Sci, Amherst, MA USA

[2] Univ Massachusetts, Dept Psychol, Amherst, MA 01003 USA

[3] Univ Massachusetts, Sch Educ, Amherst, MA 01003 USA

来源：

ARTIFICIAL INTELLIGENCE IN EDUCATION: BUILDING LEARNING SYSTEMS THAT CARE: FROM KNOWLEDGE REPRESENTATION TO AFFECTIVE MODELLING | 2009年 / 200卷

基金：

美国国家科学基金会;

关键词：

Intelligent tutors; gender differences; pedagogical agents; emotions; motivation and affect; evaluation; mathematics education; SCHOOL; MATH;

D O I：

10.3233/978-1-60750-028-5-41

中图分类号：

TP18 [人工智能理论];

学科分类号：

081104 ; 0812 ; 0835 ; 1405 ;

摘要：

We researched the impact of gendered pedagogical agents on student attitudes for math, motivation and achievement in math, within the context of an adaptive tutoring software for high school mathematics. Learning companions emphasize perseverance by valuing effort in challenging tasks. They are also empathetic, as they reflect students' emotional states. The results suggest that, across two studies, it was the male learning companion that produced the most positive impact on female students' state-based emotions, attitudes and learning. It is possible that girls transfer their stereotypes to the computer software.

引用

页码：41 / +

页数：2

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