Educational potentials in visually androgynous pedagogical agents
(2013) 16th International Conference on Artificial Intelligence in Education, 2013 vol. 7926. p.599-602- Abstract
- In the reported study, we explored student’s attitudes to a visually
androgynous agent in comparison to a male and a female agent in a Teachable
Agent (TA) based math game. Each student interacted with two agents, playing
the game and chatting with them, and were asked which of the two they preferred
(i) as their tutee and (ii) as their conversational partner, and why. Results
were that overall the androgynous agent was preferred over both the female and
male agents. Importantly a visually androgynous agent does not embody categorical
gender attributes and, thus, does not reinforce or reproduce gender stereotypes.
At the same time it is not without gender but rather... (More) - In the reported study, we explored student’s attitudes to a visually
androgynous agent in comparison to a male and a female agent in a Teachable
Agent (TA) based math game. Each student interacted with two agents, playing
the game and chatting with them, and were asked which of the two they preferred
(i) as their tutee and (ii) as their conversational partner, and why. Results
were that overall the androgynous agent was preferred over both the female and
male agents. Importantly a visually androgynous agent does not embody categorical
gender attributes and, thus, does not reinforce or reproduce gender stereotypes.
At the same time it is not without gender but rather introduces freedom
for students to ascribe gender. Thus, androgyny is potentially a way to
have femaleness and maleness represented, with corresponding educational
benefits such as role modelling and identification, without risking negative reinforcement
of gender stereotypes. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/4254336
- author
- Silvervarg, Annika ; Haake, Magnus LU and Gulz, Agneta LU
- organization
- publishing date
- 2013
- type
- Chapter in Book/Report/Conference proceeding
- publication status
- published
- subject
- keywords
- Educational game, educational software, conversational pedagogical agent, teachable agent, androgyny, visual appearance
- host publication
- Artificial Intelligence in Education (AIED 2013), LNCS
- editor
- Yacef, Kalina and Lane, Chad
- volume
- vol. 7926
- pages
- 4 pages
- publisher
- Springer
- conference name
- 16th International Conference on Artificial Intelligence in Education, 2013
- conference location
- Memphis, United States
- conference dates
- 2013-08-09 - 2013-08-13
- external identifiers
-
- scopus:84879997065
- project
- Thinking in Time: Cognition, Communication and Learning
- language
- English
- LU publication?
- yes
- id
- bccd5200-5822-43f5-86ea-e7883253c430 (old id 4254336)
- alternative location
- http://www.lucs.lu.se/educational-technology/
- date added to LUP
- 2016-04-04 10:31:37
- date last changed
- 2022-01-29 20:26:10
@inproceedings{bccd5200-5822-43f5-86ea-e7883253c430,
abstract = {{In the reported study, we explored student’s attitudes to a visually<br/><br>
androgynous agent in comparison to a male and a female agent in a Teachable<br/><br>
Agent (TA) based math game. Each student interacted with two agents, playing<br/><br>
the game and chatting with them, and were asked which of the two they preferred<br/><br>
(i) as their tutee and (ii) as their conversational partner, and why. Results<br/><br>
were that overall the androgynous agent was preferred over both the female and<br/><br>
male agents. Importantly a visually androgynous agent does not embody categorical<br/><br>
gender attributes and, thus, does not reinforce or reproduce gender stereotypes.<br/><br>
At the same time it is not without gender but rather introduces freedom<br/><br>
for students to ascribe gender. Thus, androgyny is potentially a way to<br/><br>
have femaleness and maleness represented, with corresponding educational<br/><br>
benefits such as role modelling and identification, without risking negative reinforcement<br/><br>
of gender stereotypes.}},
author = {{Silvervarg, Annika and Haake, Magnus and Gulz, Agneta}},
booktitle = {{Artificial Intelligence in Education (AIED 2013), LNCS}},
editor = {{Yacef, Kalina and Lane, Chad}},
keywords = {{Educational game; educational software; conversational pedagogical agent; teachable agent; androgyny; visual appearance}},
language = {{eng}},
pages = {{599--602}},
publisher = {{Springer}},
title = {{Educational potentials in visually androgynous pedagogical agents}},
url = {{http://www.lucs.lu.se/educational-technology/}},
volume = {{vol. 7926}},
year = {{2013}},
}