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Record identifier : 566650
Personal Name - Primary Intelectual Responsibility : Barrett, Leslie Christine
Title and statement of responsibility : Children's fun, learning, and likeability expectations for same-age and older characters in educational software [Thesis]
Publication, Distribution,Etc. : Arizona State University, 2006
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D.
Body granting the degree : , Arizona State University
Summary or Abstract : A common practice in the design of educational software programs for children is to build into those programs animated characters who teach, guide, and help users. The purpose of this study was to assess the effects of instructional character age, as operationalized by grade level, and sex on subjects' expectancies and preferences for those characters. A paper survey was administered to 64 students in 3 second-grade classes and 59 students in 3 fourth-grade classes. All classes were from one school. Subjects rated their fun expectancies, learning expectancies, and teacher preferences for each of four characters (a same-grade girl, a girl two grades higher, a same-grade boy, and a boy two grades higher). Each of the three rating sets were analyzed using a 3-way ANOVA (Character Type x Subject Grade x Subject Sex) and with alpha at .02. Subjects tended to rate characters in this rank order from highest to lowest: same-sex older-grade, same-sex same-grade, opposite-sex older-grade, opposite-sex same-grade characters. There were a few exceptions: The opposite-sex older-grade characters were rated higher than the same-sex same grade characters overall for learning expectancy, by female subjects for teacher preference, and by fourth-grade subjects for teacher preference. Character Type x Subject Sex interaction effects on fun-expectancy and teacher-preference ratings indicated that male subjects used the sex dimension more and females used the grade dimension more when deciding on ratings. A Character Type x Subject Grade interaction for teacher-preference ratings indicated that fourth-graders used the grade dimension more than second-graders. The researcher also interviewed subjects about the reasons for their ratings and analyzed the interview data qualitatively. It was concluded that instructional character age and gender might be manipulated to influence motivation and learning expectancies. Recommendations are made for the design of instructional characters based on the results..
Information of biblio record : TL
 
 
 
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