Closing the gender gap in STEM with friendly male instructors? On the effects of rapport behavior and gender of a virtual agent in an instructional interaction

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Closing the gender gap in STEM with friendly male instructors? On the effects of rapport behavior and gender of a virtual agent in an instructional interaction

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作者：Nicole C. Krä ; mer^a ; ^{nicole.kraemer@uni-due.de" class="auth_mail" title="E-mail the corresponding author} ; Bilge Karacora^a ; ^{Bilge.karacora@stud.uni-due.de" class="auth_mail" title="E-mail the corresponding author} ; Gale Lucas^b ; ^{lucas@ict.usc.edu" class="auth_mail" title="E-mail the corresponding author} ; Morteza Dehghani^c ; ^{mdehghan@usc.edu" class="auth_mail" title="E-mail the corresponding author} ; Gina Rü ; ther^a ; ^{Gina.ruether@stud.uni-due.de" class="auth_mail" title="E-mail the corresponding author} ; Jonathan Gratch^b ; ^{gratch@ict.usc.edu" class="auth_mail" title="E-mail the corresponding author}
关键词：STEM ; Rapport ; Virtual agents ; Gender ; Performance in mathematics ; Adult learning ; Human-computer interface ; Intelligent tutoring systems ; Teaching/learning strategies
刊名：Computers and Education
出版年：2016
出版时间：August 2016
年：2016
卷：99
期：Complete
页码：1-13
全文大小：498 K

文摘

class="label">•: A virtual agent most successfully supports learning when it shows rapport behavior.
class="label">•: Although participants do not perceive increased rapport, the agent displaying rapport fosters performance.
class="label">•: A virtual agent of opposing gender, not same sex, is most successful in fostering participants' performance.