Conversational Pedagogical Agents and Gender Annika Silvervarg, Agneta Gulz, Magnus Haake Linköping and Lund University

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1 Forskningsmetoder Utveckling av pedagogisk programvara Empiriska undersökningar i skolor Enkäter Intervjuer Observationer Beteendeloggar Dialogloggar Teorier om lärande och teknikanvändingi pedagogiska miljöer Overview Conversational Pedagogical Agents and Gender Annika Silvervarg, Agneta Gulz, Magnus Haake Linköping and Lund University Several studies that explore visual gender of agents Setting: Pedagogical agent teachable agent digital tutee Users: Students and yearold Studies: Donein classrooms10-20 students in group Rutiga familjen Squares family Task-oriented conversation Bild 16,17 An educational math game that trains basic arithmetic (Pareto et al, 2012) Engages in on-task activities with the student board games and multiple choice conversations regarding math Engages in free off-task conversation in natural language in a social chat On-domain Playing the game School and math Off-domain Personal facts, e.g. family, age, favourite food Hobbies and free time activities, e.g. sports, music, films 1

2 Gender Agents has been used as a motivational strategy to invite females and ethnic minority students (Kim & Wei, 2011; Kim, Wei, Xu, & Ko, 2007) Social biases and gender-related stereotypes are often replicated in learner-agent interactions (Haake & Gulz, 2008) Abuse Visual appearance Social interactions have potential benefits eg., promoting learner motivation and increasing learning A study revealed(de Angeli& Brahnam, 2005): approximately 11% of the conversations were concerned with hardcore sex the female agent suffered considerably more abuse than the male counterpart or the agent depicted as a robot 2

3 Abuse Results Abuse The chatlogswere annotated using the following coding schema*: 1. Light abuse: noob, nerd, shut up, don t care, ugly, shit, etc. 2. Medium abuse: gay/fag, stupid, idiot, moron, eat shit, creep, etc. 3. Coarse abuse: degrading expressions with swear words and/or sexual content. * Translated from Swedish. Swedish teenagers have been involved in the construction of this classification scheme Results Abuse Male participants were by far more responsible for abusive comments (two-tailed t-test on Abuse p < 0.001) No coarse abuse from the female participants Results Androgyny 0,45 0,4 0,35 0,3 0,25 0,2 0,15 0,1 0,05 0 Asked gender Female Androgynous Male Very few students asked the visually androgynous agent whether it was a boy or a girl, whereas significantly more (one-tailed t-test: p = 0.042) students posed this question to the male and female agent Participants did not ask for the agent s gender if it had the same visual gender as themselves Conclusions These results suggest that androgyny may be a way to keep both genders represented, which is especially important in pedagogical settings, simultaneously lowering the abusive behavior and perhaps most important, loosen the connection between gender and abuse 3

4 Percieved/Ascribed gender Personality words Genders Definitivt tjej Lite tjej Varken eller Lite kille Definitivt kille a significant difference between the distribution of positive and negative words with regard to ascribed gender of the TA in combination with the gender of the students The TA perceived as a boy received more positive words and fewer negative, especially from the girls The TA perceived as a girl received fewer positive words from the girls and more negative words from both boys and girls Boys gave more negative words overall F M All Personality words Genders Supporting Students Productive Choices when Learning gets Difficult Annika Silvervarg, Agneta Gulz, Magnus Haake, Irene Andersson, Roger Johansson, Erik Andeberg Linköping, Lund, Malmö University Forskningsfrågor Vad väljer elever att göra när lärandet inte går framåt? Hur ser elever på sina val och situationen då det inte går framåt? Kommer skillnader att variera med studentens kön, kunskapsnivå, målorientering? Hur skiljer sig LBT från LFO? 4

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