TY - JOUR
T1 - Gender, computer-assisted learning, and anxiety
T2 - With a little help from a friend
AU - Cooper, Joel
AU - Stone, Jeff
PY - 1996
Y1 - 1996
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=0030299483&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=0030299483&partnerID=8YFLogxK
U2 - 10.2190/W932-D1PT-2PX7-3TC2
DO - 10.2190/W932-D1PT-2PX7-3TC2
M3 - Article
AN - SCOPUS:0030299483
SN - 0735-6331
VL - 15
SP - 67
EP - 91
JO - Journal of Educational Computing Research
JF - Journal of Educational Computing Research
IS - 1
ER -