Model gender and observer gender do not affect learning outcomes or near transfer from video modeling examples¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Neither model gender nor observer gender produced significant main effects or interactions on learning or near transfer scores. → Vincent Hoogerheide 2016

Evidence¶

Vincent Hoogerheide 2016¶

Vincent Hoogerheide, Sofie M. M. Loyens, Tamara van Gog. (2016). Learning from video modeling examples: does gender matter? Instructional Science, 44, 69-86. https://doi.org/10.1007/s11251-015-9360-y

q3 · i? · causal · r2

Mixed ANOVA on learning scores in the 2 (Model: Female/Male) x 2 (Observer: Female/Male) experiment found no significant gender effects; the same null pattern held for near transfer (Fs < 1). Equivalence was not tested.

"There was no main effect of Gender Model, F(1, 158) = 1.71, p = .192, nor of Gender Observer, F \ 1. No other interaction effects were significant, Fs \ 1."

Discussion¶

Related Claims¶

• Novice secondary students show large pretest-to-posttest gains in learning and near transfer of probability calculation after studying a video modeling example, regardless of model or observer gender — related
• Model-observer gender combination affects mental effort invested during example study: male students invest less effort with a male model, female students more effort with a male model — related
• Judgment-of-learning accuracy after video modeling examples does not differ by model or observer gender, and students of both genders predict their performance accurately — related
• Observing a male model enhances perceived competence more from pretest to posttest than observing a female model, for both male and female observers — related