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ERIC Number: EJ1054422
Record Type: Journal
Publication Date: 2013-Nov
Pages: 11
Abstractor: As Provided
Reference Count: 52
ISBN: N/A
ISSN: ISSN-0022-0663
Gendered Socialization with an Embodied Agent: Creating a Social and Affable Mathematics Learning Environment for Middle-Grade Females
Kim, Yanghee; Lim, Jae Hoon
Journal of Educational Psychology, v105 n4 p1164-1174 Nov 2013
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 (?[superscript 2] = 0.07), the learners' task-specific attitudes (?[superscript 2] = 0.05), and their task-specific self-efficacy (?[superscript 2] = 0.06). 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.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9; Junior High Schools; Middle Schools; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: National Science Foundation
Authoring Institution: N/A
Grant or Contract Numbers: HRD-0522634