Gender, computer-assisted learning, and anxiety: With a little help from a friend

Joel Cooper, Jeff Stone

Research output: Contribution to journalArticlepeer-review

27 Scopus citations

Abstract

This study examined the effects of learning group gender composition and the use of nonverbal communication by a computer on performance and motivation following a computer-assisted biology lesson. The results showed that before the lesson began, group gender composition influenced self-reports of experience and knowledge about computers and also how subjects arranged their computer desktop. During the lesson, when a computer image of a human face was present on the screen, girls who reported low anxiety performed better and were more motivated to use the program relative to girls who reported high anxiety. In contrast, boys who reported high anxiety performed better and were more motivated to use the program when the tutor was present on the screen relative to boys who reported low anxiety. The implications of these findings for classroom gender organization and for using gender-appropriate educational software are discussed.

Original languageEnglish (US)
Pages (from-to)67-91
Number of pages25
JournalJournal of Educational Computing Research
Volume15
Issue number1
DOIs
StatePublished - Jan 1 1996

All Science Journal Classification (ASJC) codes

  • Education
  • Computer Science Applications

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