Model-observer similarity and task-appropriateness in learning from video modeling examples: Do model and student gender affect test performance, self-efficacy, and perceived competence?
作者：
Highlights：
• We examined whether model gender affects learning from video modeling examples
• Secondary education students learned a physics task from a male or female model.
• Results confirmed that students perceived the task as more appropriate for males than females.
• Students perceived same-gender models as more similar to them than opposite-gender models.
• But no effects of model gender on test performance, self-efficacy, or perceived competence.
摘要
•We examined whether model gender affects learning from video modeling examples•Secondary education students learned a physics task from a male or female model.•Results confirmed that students perceived the task as more appropriate for males than females.•Students perceived same-gender models as more similar to them than opposite-gender models.•But no effects of model gender on test performance, self-efficacy, or perceived competence.
论文关键词：Model-observer similarity,Task-appropriateness,Modeling,Gender,Video,Multimedia learning
论文评审过程：Received 10 March 2017, Revised 30 October 2017, Accepted 12 November 2017, Available online 13 November 2017, Version of Record 15 October 2018.
论文官网地址：https://doi.org/10.1016/j.chb.2017.11.012
