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Gender differences in allocation of attention and read time in an educational history game

Tärning, Betty LU and Tjøstheim, Trond A. LU (2019) 7th International Conference on Human-Agent Interaction, HAI 2019 In HAI 2019 - Proceedings of the 7th International Conference on Human-Agent Interaction p.229-231
Abstract

Previous research has shown that female students sometimes benefit more than males when it comes to interacting with pedagogical agents. In our analysis we examined students' tendency to attend to and read feedback text that were visually signalled by a teachable agent (TA), or by an arrow (AR), or non-signalled in a control condition (CN). The results indicate that male learners may benefit from having a TA signalling such feedback texts. The female learners in the study allocated their attention quite similarly between the three different signaling conditions whereas the male learners were most likely to attend to the feedback when presented by their TA. However, for reading the feedback text, both male and female students were more... (More)

Previous research has shown that female students sometimes benefit more than males when it comes to interacting with pedagogical agents. In our analysis we examined students' tendency to attend to and read feedback text that were visually signalled by a teachable agent (TA), or by an arrow (AR), or non-signalled in a control condition (CN). The results indicate that male learners may benefit from having a TA signalling such feedback texts. The female learners in the study allocated their attention quite similarly between the three different signaling conditions whereas the male learners were most likely to attend to the feedback when presented by their TA. However, for reading the feedback text, both male and female students were more inclined to read the feedback texts when presented by their TA, compared to in the two other conditions.

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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
Attention, Gender differences, Teachable agent
host publication
HAI 2019 - Proceedings of the 7th International Conference on Human-Agent Interaction
series title
HAI 2019 - Proceedings of the 7th International Conference on Human-Agent Interaction
pages
3 pages
publisher
Association for Computing Machinery, Inc
conference name
7th International Conference on Human-Agent Interaction, HAI 2019
conference location
Kyoto, Japan
conference dates
2019-10-06 - 2019-10-10
external identifiers
  • scopus:85077131640
ISBN
9781450369220
DOI
10.1145/3349537.3352774
language
English
LU publication?
yes
id
4bbccb86-de45-4cbf-9965-6b7db328674e
date added to LUP
2020-01-14 13:41:27
date last changed
2020-01-16 04:09:31
@inproceedings{4bbccb86-de45-4cbf-9965-6b7db328674e,
  abstract     = {<p>Previous research has shown that female students sometimes benefit more than males when it comes to interacting with pedagogical agents. In our analysis we examined students' tendency to attend to and read feedback text that were visually signalled by a teachable agent (TA), or by an arrow (AR), or non-signalled in a control condition (CN). The results indicate that male learners may benefit from having a TA signalling such feedback texts. The female learners in the study allocated their attention quite similarly between the three different signaling conditions whereas the male learners were most likely to attend to the feedback when presented by their TA. However, for reading the feedback text, both male and female students were more inclined to read the feedback texts when presented by their TA, compared to in the two other conditions.</p>},
  author       = {Tärning, Betty and Tjøstheim, Trond A.},
  booktitle    = {HAI 2019 - Proceedings of the 7th International Conference on Human-Agent Interaction},
  isbn         = {9781450369220},
  language     = {eng},
  pages        = {229--231},
  publisher    = {Association for Computing Machinery, Inc},
  series       = {HAI 2019 - Proceedings of the 7th International Conference on Human-Agent Interaction},
  title        = {Gender differences in allocation of attention and read time in an educational history game},
  url          = {http://dx.doi.org/10.1145/3349537.3352774},
  doi          = {10.1145/3349537.3352774},
  year         = {2019},
}