A gender matching effect in learning with pedagogical agents in an immersive virtual reality science simulation.
The main objective of this study is to determine whether boys and girls learn better when the characteristics of the pedagogical agent are matched to the gender of the learner while learning in immersive virtual reality (VR). Sixty‐six middle school students (33 females) were randomly assigned to le...
| Publicado en: | Journal of Computer Assisted Learning Vol. 35; no. 3; pp. 349 - 359 |
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| Autores principales: | , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2019
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| Acceso en línea: | Ver este registro en EBSCOhost |