Learning from Video Modeling Examples: Does Gender Matter?

Autor/inn/en	Hoogerheide, Vincent; Loyens, Sofie M. M.; van Gog, Tamara
Titel	Learning from Video Modeling Examples: Does Gender Matter?
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 44 (2016) 1, S.69-86 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-015-9360-y
Schlagwörter	Video Technology; Modeling (Psychology); Electronic Learning; Gender Differences; Teaching Methods; Probability; Problem Solving; Secondary School Mathematics; Learning Processes; Role Models; Educational Experiments; Pretests Posttests; Self Efficacy; Data Analysis; Hypothesis Testing; Statistical Analysis; Instructional Design + Suchen Sie Ihr Suchwort? Modeling; Modelling; Modellierung; Geschlechterkonflikt; Teaching method; Lehrmethode; Unterrichtsmethode; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Problemlösen; Learning process; Lernprozess; Identifikationsfigur; Schulversuch; Self-efficacy; Selbstwirksamkeit; Auswertung; Hypothesenprüfung; Hypothesentest; Statistische Analyse; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	Online learning from video modeling examples, in which a human model demonstrates and explains how to perform a learning task, is an effective instructional method that is increasingly used nowadays. However, model characteristics such as gender tend to differ across videos, and the model-observer similarity hypothesis suggests that such characteristics may affect learning. Therefore, this study investigated whether the effectiveness of learning how to solve a probability calculation problem from video modeling examples would vary as a function of the model's and observer's gender. In a 2 (Model: Female/Male) × 2 (Observer: Female/Male) between-subject design, 167 secondary education students learned how to solve probability calculation problems by observing video modeling examples. Results showed no effects of Model or Observer gender on learning and near transfer. Male students reported higher self-efficacy than female students. Compared to a female model, observing a male model enhanced perceived competence more from pretest to posttest, irrespective of observers' gender. Furthermore, learning from a male model was less effortful and more enjoyable for male students than for female students. These results suggest that gender of both model and observer can matter in terms of affective variables experienced during learning, and that instructional designers may want to consider this when creating (online) learning environments with video modeling examples. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01