The pedagogical agent in online learning: the effect of the degree of realism on achievement in terms of gender.
This paper describes the impact of the degrees of realism (unrealistic, moderately realistic and highly realistic) of the pedagogical agent on student’s achievement during online learning in terms of gender. Three modes of the e-learning portal with appropriate degrees of realism, namely, Online Le...
| Main Authors: | , , , , , , , , |
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| Format: | Article |
| Language: | English |
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Contemporary Educational Technology
2010
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| Subjects: | |
| Online Access: | http://psasir.upm.edu.my/id/eprint/17257/ |
| _version_ | 1848843191797678080 |
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| author | Sahimi, Saidatul Maizura M. Zain, Farah Kamar, Nabila A. N. Samar, Noorizdayantie A. Rahman, Zuraidah Majid, Omar Atan, Hanafi Fong, Soon Fook Wong, Su Luan |
| author_facet | Sahimi, Saidatul Maizura M. Zain, Farah Kamar, Nabila A. N. Samar, Noorizdayantie A. Rahman, Zuraidah Majid, Omar Atan, Hanafi Fong, Soon Fook Wong, Su Luan |
| author_sort | Sahimi, Saidatul Maizura |
| building | UPM Institutional Repository |
| collection | Online Access |
| description | This paper describes the impact of the degrees of realism (unrealistic, moderately realistic and highly realistic) of the pedagogical agent on student’s achievement during online learning in terms of gender. Three modes of the e-learning portal with appropriate degrees of realism,
namely, Online Learning with a Cartoon Pedagogical Agent (OLCPA), Online Learning with a Moderately Realistic Pedagogical Agent (OLMRPA) and Online Learning with a Highly Realistic Pedagogical Agent (OLHRPA) were developed and implemented. A quasi-experimental 3x2 factorial design was employed; independent variables were three degrees of realism, the dependent variable was achievement scores, and the moderator variable was gender of students. The subjects were 130 Form Four students (16 years old) from Malaysian secondary schools who were randomly assigned to groups. Analysis of variance (ANOVA) was employed to analyze data. The findings of the study suggest that there was no significant difference in the students’ achievement among the three degrees of realism in terms of their genders;
both genders achieved almost the same across different degrees of realism. The reasons for the observed results are discussed and elaborated. |
| first_indexed | 2025-11-15T08:11:07Z |
| format | Article |
| id | upm-17257 |
| institution | Universiti Putra Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T08:11:07Z |
| publishDate | 2010 |
| publisher | Contemporary Educational Technology |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | upm-172572012-05-15T01:52:49Z http://psasir.upm.edu.my/id/eprint/17257/ The pedagogical agent in online learning: the effect of the degree of realism on achievement in terms of gender. Sahimi, Saidatul Maizura M. Zain, Farah Kamar, Nabila A. N. Samar, Noorizdayantie A. Rahman, Zuraidah Majid, Omar Atan, Hanafi Fong, Soon Fook Wong, Su Luan This paper describes the impact of the degrees of realism (unrealistic, moderately realistic and highly realistic) of the pedagogical agent on student’s achievement during online learning in terms of gender. Three modes of the e-learning portal with appropriate degrees of realism, namely, Online Learning with a Cartoon Pedagogical Agent (OLCPA), Online Learning with a Moderately Realistic Pedagogical Agent (OLMRPA) and Online Learning with a Highly Realistic Pedagogical Agent (OLHRPA) were developed and implemented. A quasi-experimental 3x2 factorial design was employed; independent variables were three degrees of realism, the dependent variable was achievement scores, and the moderator variable was gender of students. The subjects were 130 Form Four students (16 years old) from Malaysian secondary schools who were randomly assigned to groups. Analysis of variance (ANOVA) was employed to analyze data. The findings of the study suggest that there was no significant difference in the students’ achievement among the three degrees of realism in terms of their genders; both genders achieved almost the same across different degrees of realism. The reasons for the observed results are discussed and elaborated. Contemporary Educational Technology 2010 Article PeerReviewed Sahimi, Saidatul Maizura and M. Zain, Farah and Kamar, Nabila A. N. and Samar, Noorizdayantie and A. Rahman, Zuraidah and Majid, Omar and Atan, Hanafi and Fong, Soon Fook and Wong, Su Luan (2010) The pedagogical agent in online learning: the effect of the degree of realism on achievement in terms of gender. Contemporary Educational Technology, 1 (2). pp. 175-185. ISSN 1309-517X Internet in education. Interactive multimedia - Study and teaching (Higher). Web-based instruction. English |
| spellingShingle | Internet in education. Interactive multimedia - Study and teaching (Higher). Web-based instruction. Sahimi, Saidatul Maizura M. Zain, Farah Kamar, Nabila A. N. Samar, Noorizdayantie A. Rahman, Zuraidah Majid, Omar Atan, Hanafi Fong, Soon Fook Wong, Su Luan The pedagogical agent in online learning: the effect of the degree of realism on achievement in terms of gender. |
| title | The pedagogical agent in online learning: the effect of the degree of realism on achievement in terms of gender. |
| title_full | The pedagogical agent in online learning: the effect of the degree of realism on achievement in terms of gender. |
| title_fullStr | The pedagogical agent in online learning: the effect of the degree of realism on achievement in terms of gender. |
| title_full_unstemmed | The pedagogical agent in online learning: the effect of the degree of realism on achievement in terms of gender. |
| title_short | The pedagogical agent in online learning: the effect of the degree of realism on achievement in terms of gender. |
| title_sort | pedagogical agent in online learning: the effect of the degree of realism on achievement in terms of gender. |
| topic | Internet in education. Interactive multimedia - Study and teaching (Higher). Web-based instruction. |
| url | http://psasir.upm.edu.my/id/eprint/17257/ |