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Publisher
Springer, Berlin, Heidelberg
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Authors: Amy L Baylor Yanghee Kim
Publish Date: 2004/8/30
Volume: , Issue: , Pages: 592-603
Abstract
In the first of two experimental studies 312 students were randomly assigned to one of 8 conditions where agents differed by ethnicity Black White gender male female and image realistic cartoon yet had identical messages and computergenerated voice In the second study 229 students were randomly assigned to one of 12 conditions where agents represented different instructional roles expert motivator and mentor also differing by ethnicity Black White and gender male female Overall it was found that students had greater transfer of learning when the agents had more realistic images and when agents in the “expert” role were represented nontraditionally as Black versus White Results also generally confirmed prior research where agents perceived as less intelligent lead to significantly improved selfefficacy The presence of motivational messages as employed through the motivator and mentor agent roles led to enhanced learner selfregulation and selfefficacy Results are discussed with respect to social cognitive theory
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