Educational potentials in visually androgynous pedagogical agents
In the reported study, we explored student’s attitudes to a visually androgynous agent in comparison to a male and a female agent in a Teachable Agent (TA) based math game. Each student interacted with two agents, playing the game and chatting with them, and were asked which of the two they preferred (i) as their tutee and (ii) as their conversational partner, and why. Results were that overall th