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Educational potentials in visually androgynous pedagogical agents

Silvervarg, Annika; Haake, Magnus LU and Gulz, Agneta LU (2013) 16th International Conference on Artificial Intelligence in Education, 2013 In Artificial Intelligence in Education (AIED 2013), LNCS 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:
author
organization
publishing date
type
Chapter in Book/Report/Conference proceeding
publication status
published
subject
keywords
Educational game, educational software, conversational pedagogical agent, teachable agent, androgyny, visual appearance
in
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
external identifiers
  • Scopus:84879997065
project
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
2014-01-28 14:46:36
date last changed
2016-11-27 04:31:22
@misc{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},
  editor       = {Yacef, Kalina and Lane, Chad},
  keyword      = {Educational game,educational software,conversational pedagogical agent,teachable agent,androgyny,visual appearance},
  language     = {eng},
  pages        = {599--602},
  publisher    = {ARRAY(0x8dabbe8)},
  series       = {Artificial Intelligence in Education (AIED 2013), LNCS},
  title        = {Educational potentials in visually androgynous pedagogical agents},
  volume       = {vol. 7926},
  year         = {2013},
}