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

Research output: Chapter in Book/Report/Conference proceedingPaper in conference proceedingpeer-review

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 inclined to read the feedback texts when presented by their TA, compared to in the two other conditions.

Original languageEnglish
Title of host publicationHAI 2019 - Proceedings of the 7th International Conference on Human-Agent Interaction
PublisherAssociation for Computing Machinery (ACM)
Pages229-231
Number of pages3
ISBN (Electronic)9781450369220
DOIs
Publication statusPublished - 2019
Event7th International Conference on Human-Agent Interaction, HAI 2019 - Kyoto, Japan
Duration: 2019 Oct 62019 Oct 10

Publication series

NameHAI 2019 - Proceedings of the 7th International Conference on Human-Agent Interaction

Conference

Conference7th International Conference on Human-Agent Interaction, HAI 2019
Country/TerritoryJapan
CityKyoto
Period2019/10/062019/10/10

Subject classification (UKÄ)

  • Human Computer Interaction

Keywords

  • Attention
  • Gender differences
  • Teachable agent

Fingerprint

Dive into the research topics of 'Gender differences in allocation of attention and read time in an educational history game'. Together they form a unique fingerprint.

Cite this