Students' choice of animated pedagogical agents in science learning: A test of the similarity-attraction hypothesis on gender and ethnicity

By Roxana Moreno, Terri Flowerday. 2006

177 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/fb8764f0f4e91fbf3d818136b52d52a07fae5d76

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Geraldine Clarebout
2. Steffi Heidig
3. A. Assor
4. I. Katz

In Education

1. I. Katz
2. Geraldine Clarebout
3. Steffi Heidig
4. A. Assor
5. J. Reeve
6. Maarten Vansteenkiste
7. Avi Kaplan

In Experimental and Cognitive Psychology

1. I. Katz
2. A. Assor
3. Geraldine Clarebout
4. Steffi Heidig
5. J. Reeve
6. Maarten Vansteenkiste
7. Erika A. Patall
8. Avi Kaplan

Citations in the corpus

• Do pedagogical agents make a difference to student motivation and learning (2011, background): “They considered the pedagogical agent’s gender (Kim et al., 2007, experiments 1 and 2; Moreno & Flowerday, 2006; Plant et al., 2009).”
• Learning from video modeling examples: Content kept equal, adults are more effective models than peers (2016, unknown): “The model-observer similarity (MOS) hypothesis (Bandura, 1994; Schunk, 1987; see also the similarity-attraction hypothesis, Montoya & Horton, 2013; Moreno & Flowerday, 2006; Reeves & Nass, 1996) postulates that, because modeling enables social comparison (Berger, 1977; Johnson & Lammers, 2012), the…”
• When Choice Motivates and When It Does Not (2007, background): “Moreno and Flowerday (2006) gave undergraduates a choice of animated pedagogical agents (APAs) of different genders and ethnicities.”