A gender matching effect in learning with pedagogical agents in an immersive virtual reality science simulation

The main objective of this study is to determine whether boys and girls learn better when the characteristics of the pedagogical agent are matched to the gender of the learner while learning in immersive virtual reality (VR). Sixty‐six middle school students (33 females) were randomly assigned to le...

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Veröffentlicht in:	Journal of computer assisted learning Jg. 35; H. 3; S. 349 - 358
Hauptverfasser:	Makransky, Guido, Wismer, Philip, Mayer, Richard E.
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	Oxford Wiley-Blackwell 01.06.2019 Wiley Subscription Services, Inc
Schlagworte:	Children & youth Computer Simulation Dependent variables Design Educational Technology Females Gender Gender Differences Girls Hovering Immersive learning immersive virtual reaility Immersive virtual reality Laboratory Safety Learning Males Matching Middle School Students Middle Schools multimedia learning pedagogical agents Pedagogy Recall (Psychology) Role Models School Holding Power Science Instruction social agency theory Technology Uses in Education Transfer of Training virtual learning Virtual reality
ISSN:	0266-4909, 1365-2729
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Abstract	The main objective of this study is to determine whether boys and girls learn better when the characteristics of the pedagogical agent are matched to the gender of the learner while learning in immersive virtual reality (VR). Sixty‐six middle school students (33 females) were randomly assigned to learn about laboratory safety with one of two pedagogical agents: Marie or a drone, who we predicted serve as a role models for females and males, respectively. The results indicated that there were significant interactions for the dependent variables of performance during learning, retention, and transfer, with girls performing better with Marie (d = 0.98, d = 0.67, and d = 1.03; for performance, retention, and transfer, respectively) and boys performing better with the drone (d = −0.41, d = −0.45, d = −0.23, respectively). The results suggest that gender‐specific design of pedagogical agents may play an important role in VR learning environments. Lay Description What is already known about this topic: A pedagogical agent is a character rendered on a screen who facilitates learning. How to render the basic characteristics of the pedagogical agent is an important topic of research. Studies generally have failed to find support for matching learners' gender to the characteristics of the pedagogical agent with instructional videos and animations. The role of onscreen pedagogical agents in immersive virtual reality (VR) has not been as well studied as in other areas. What this paper adds: The goal of this study is to determine how to create online pedagogical agents that are effective for learning in VR. These main outcomes of the study included performance in the simulation, as well as posttest learning and transfer tests. Girls performed better on all three outcomes with an animated young female scientist. Boys performed better on all three outcomes with a drone, rendered as a futuristic, hovering robot. Implications for practice and/or policy: The results suggest that gender‐specific design of pedagogical agents may play an important role in VR learning environments. Instructional designers should consider how to prime the learner's sense of social identification with the onscreen pedagogical agent while learning in immersive VR.
AbstractList	The main objective of this study is to determine whether boys and girls learn better when the characteristics of the pedagogical agent are matched to the gender of the learner while learning in immersive virtual reality (VR). Sixty-six middle school students (33 females) were randomly assigned to learn about laboratory safety with one of two pedagogical agents: Marie or a drone, who we predicted serve as a role models for females and males, respectively. The results indicated that there were significant interactions for the dependent variables of performance during learning, retention, and transfer, with girls performing better with Marie (d = 0.98, d = 0.67, and d = 1.03; for performance, retention, and transfer, respectively) and boys performing better with the drone (d = -0.41, d = -0.45, d = -0.23, respectively). The results suggest that gender-specific design of pedagogical agents may play an important role in VR learning environments. The main objective of this study is to determine whether boys and girls learn better when the characteristics of the pedagogical agent are matched to the gender of the learner while learning in immersive virtual reality (VR). Sixty‐six middle school students (33 females) were randomly assigned to learn about laboratory safety with one of two pedagogical agents: Marie or a drone, who we predicted serve as a role models for females and males, respectively. The results indicated that there were significant interactions for the dependent variables of performance during learning, retention, and transfer, with girls performing better with Marie (d = 0.98, d = 0.67, and d = 1.03; for performance, retention, and transfer, respectively) and boys performing better with the drone (d = −0.41, d = −0.45, d = −0.23, respectively). The results suggest that gender‐specific design of pedagogical agents may play an important role in VR learning environments. Lay Description What is already known about this topic: A pedagogical agent is a character rendered on a screen who facilitates learning. How to render the basic characteristics of the pedagogical agent is an important topic of research. Studies generally have failed to find support for matching learners' gender to the characteristics of the pedagogical agent with instructional videos and animations. The role of onscreen pedagogical agents in immersive virtual reality (VR) has not been as well studied as in other areas. What this paper adds: The goal of this study is to determine how to create online pedagogical agents that are effective for learning in VR. These main outcomes of the study included performance in the simulation, as well as posttest learning and transfer tests. Girls performed better on all three outcomes with an animated young female scientist. Boys performed better on all three outcomes with a drone, rendered as a futuristic, hovering robot. Implications for practice and/or policy: The results suggest that gender‐specific design of pedagogical agents may play an important role in VR learning environments. Instructional designers should consider how to prime the learner's sense of social identification with the onscreen pedagogical agent while learning in immersive VR. The main objective of this study is to determine whether boys and girls learn better when the characteristics of the pedagogical agent are matched to the gender of the learner while learning in immersive virtual reality (VR). Sixty‐six middle school students (33 females) were randomly assigned to learn about laboratory safety with one of two pedagogical agents: Marie or a drone, who we predicted serve as a role models for females and males, respectively. The results indicated that there were significant interactions for the dependent variables of performance during learning, retention, and transfer, with girls performing better with Marie ( d = 0.98, d = 0.67, and d = 1.03; for performance, retention, and transfer, respectively) and boys performing better with the drone ( d = −0.41, d = −0.45, d = −0.23, respectively). The results suggest that gender‐specific design of pedagogical agents may play an important role in VR learning environments. What is already known about this topic: A pedagogical agent is a character rendered on a screen who facilitates learning. How to render the basic characteristics of the pedagogical agent is an important topic of research. Studies generally have failed to find support for matching learners' gender to the characteristics of the pedagogical agent with instructional videos and animations. The role of onscreen pedagogical agents in immersive virtual reality (VR) has not been as well studied as in other areas. What this paper adds: The goal of this study is to determine how to create online pedagogical agents that are effective for learning in VR. These main outcomes of the study included performance in the simulation, as well as posttest learning and transfer tests. Girls performed better on all three outcomes with an animated young female scientist. Boys performed better on all three outcomes with a drone, rendered as a futuristic, hovering robot. Implications for practice and/or policy: The results suggest that gender‐specific design of pedagogical agents may play an important role in VR learning environments. Instructional designers should consider how to prime the learner's sense of social identification with the onscreen pedagogical agent while learning in immersive VR. The main objective of this study is to determine whether boys and girls learn better when the characteristics of the pedagogical agent are matched to the gender of the learner while learning in immersive virtual reality (VR). Sixty‐six middle school students (33 females) were randomly assigned to learn about laboratory safety with one of two pedagogical agents: Marie or a drone, who we predicted serve as a role models for females and males, respectively. The results indicated that there were significant interactions for the dependent variables of performance during learning, retention, and transfer, with girls performing better with Marie (d = 0.98, d = 0.67, and d = 1.03; for performance, retention, and transfer, respectively) and boys performing better with the drone (d = −0.41, d = −0.45, d = −0.23, respectively). The results suggest that gender‐specific design of pedagogical agents may play an important role in VR learning environments.
Audience	Middle Schools Junior High Schools Secondary Education
Author	Mayer, Richard E. Wismer, Philip Makransky, Guido
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SubjectTerms	Children & youth Computer Simulation Dependent variables Design Educational Technology Females Gender Gender Differences Girls Hovering Immersive learning immersive virtual reaility Immersive virtual reality Laboratory Safety Learning Males Matching Middle School Students Middle Schools multimedia learning pedagogical agents Pedagogy Recall (Psychology) Role Models School Holding Power Science Instruction social agency theory Technology Uses in Education Transfer of Training virtual learning Virtual reality
Title	A gender matching effect in learning with pedagogical agents in an immersive virtual reality science simulation
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