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Presentation from Sloan-C 11/4/2010

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  1. 1. Oprandi and Schenk 2010
  2. 2. Reason For The Study  Are students are more comfortable learning from older male avatars?  Are students are more comfortable learning from younger male avatars?  Is perception of avatar age is an indicator of avatar intelligence?
  3. 3. Hypothesis  Students will be more comfortable learning from the older male avatar representation  Students will perceive the older male avatar is more intelligent and has more content knowledge of subject material  Research suggests “observers assume a person possesses personality characteristics that are consistent with his or her physical appearance” (Madison, 2000, p. 148).
  4. 4. Participants  N = 36 students in a rural Midwestern university branch  Two classes  Mix of traditional and non-traditional students  Both genders represented
  5. 5. Procedure  View video demonstration  One class viewed young avatar professor  One class viewed older avatar professor  Both classes completed same survey
  6. 6. Professors Avatar Older Avatar Younger Avatar
  7. 7. Sources  Anderson, D. M., & Haddad, C. J. (2005). Gender, voice, and learning in online course environments. Journal for Asynchronous Learning Networks. 9(1), 3-14.  Arbaugh, J. B. (2004). Learning to learn online: A study of perceptual changes between mutliple online course experiences. Internet and Higher Education. 7, 169-182.  Arbuckle, J. & Williams, B.D. (2003). Students’ perceptions of expressiveness: Age and gender effects on teacher evaluations, Sex Roles, 49(9/10), 91-100.  Buzan, J., & British Columbia Univ., V. (1972). Teaching English as an Additional Language to Older People: A Case Study. Retrieved from ERIC database.  Dieterle, E., & Clarke, J. (in press). Multi-user virtual environments for teaching and learning. In M. Pagani (Ed.), Encyclopedia of multimedia technology and networking (2nd ed). Hershey, PA: Idea Group.  Francis, R. (2006). Towards a theory of a games based pedagogy. Paper presented at the JISC Innovating  e-Learning 2006, online.  Glass, J., & Sue, V. (2008). Student preferences, satisfaction, and perceived learning in an online mathematics class. MERLOT Journal of Online Learning and Teaching. 4, 325-338.  Lombardo, J. & Tocci, M. E. “Attribution of Positive and Negative Characteristics of Instructors.”  Perceptual and Motor Skills. 48 (1979): 491-494.  Maseon, P. (2006). Do avatars dream of electric racoons?. BBC News. Retrieved April 30, 2010 from http://news.bbc.co.uk/2/hi/programmes/newsnight/4583924.stm.  Meyer, K. A. (2007).Student perceptions of face to face and online discussions: The advantage goes to.... Journal of Asynchronous Learning Networks. 11, 53-69.  Meyer, K. A. (2003).Face-to-face versus threaded discussions: The role of time and higher order thinking. Journal of Asynchronous Learning Networks. 7, 55-65.  Nass, C., Steuer, J., Tauber, E., & Reeder, H. (1993, April). Anthropomorphism, agency and ethopoeia: Computers as social actors. Paper presented at INTERCHI'93 conference of the ACM/SIGCHI and the IFIP, Amsterdam, Netherlands.  Shaffer, D. W. (2006a). Epistemic Frames for Epistemic Games. Computers and Education, 46(3), 223.  Song, L., Singleton, E. S., Hill, J. R., & Koh, M. H. (2004). Improving online learning: Student perceptions of useful and challenging characteristics. Internet and Higher Education, 7, 59-70.  Sprinkle, J.E. http://www.highbeam.com/doc/1G1-217511796.html  Wu, D., & Hiltz, S. R. (2004). Predicting learning from asynchronous online discussions. Journal for Asynchronous Learning Networks. 8, 139-152.