It is also revealed that the software to be developed for elementary school 8th graders (aged 13-14) should be supported with human-like educational interface agents. The results of the study revealed that students who used a human-like educational interface agent were more successful than both the rest of the experimental groups and the control group in terms of achievement, attitude and retention of learning in science and technology classes. And following completion, an achievement test was applied. The students were asked to fill an attitude scale on science and technology both before and after the implementation. For five consecutive weeks experimental and control group students used the software designed for this research. The study was conducted according to experimental model with pretest and posttest control group, which is one of the quasi-experimental designs. Four different types of educational software, covering living things and life unit of 8th graders, were developed to analyze the impacts of educational software agents with different attributes on the results of learning. The study was implemented in four different eighth-grade classes (aged 13-14) of an elementary school. This study examined the impacts of educational interface agents with different attributes on achievement, attitude and retention of elementary school students in their science and technology courses. In addition, the agent models that were similar to the young women tended to be the most effective for positively influencing the women’s stereotypes and self-efficacy. In accordance with our hypothesis, results revealed that participants who interacted with the visible agents reported significantly greater utility for engineering, greater self-efficacy, and greater interest in engineering-related fields than those who interacted with a human voice. Therefore, models that were young, female, and “cool” were predicted to be more effective in influencing young women’s attitudes. Previous work with human social models suggests that people are more persuaded by models that are similar to them. Experiment 2 focused on the impact of model appearance-related characteristics for changing the women’s beliefs. Based on literature on human social models we hypothesized that the visual presence of the interface agent would result in more positive attitudes toward engineering and greater self-efficacy than the presence of a human voice alone. voice alone for changing the women’s beliefs. Experiment 1 focused on the impact of agent model visual presence vs. The current work investigates the use of interface agents as anthropomorphic social models to influence young women’s negative beliefs and low self-efficacy regarding engineering.
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