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Title: How Gender Cues in Educational Video Impact Participation and Retention
Authors: Brooks, Christopher
Gardner, Joshua
Chen, Kaifeng
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Brooks, C., Gardner, J., & Chen, K. (2018). How Gender Cues in Educational Video Impact Participation and Retention. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences.
Abstract: This work describes a large-scale randomized experiment in an introductory data science MOOC on the Coursera platform. The experiment subtly altered gendered situational cues in course videos, placing either male or female data scientists in video backgrounds and using matching male or female aides for tutorial videos. The experiment explores whether prior work on ambient cues would generalize beyond a physical classroom environment and into an online environment at scale. We find strong evidence that the female condition induces strong positive effects on overall course activity and discussion posting behavior by female students, but also strong evidence of a smaller negative effect on these outcomes for male students. We find no effect on students’ persistence through the course. This experiment suggests that subtle personalized alterations of educational environments can influence students’ engagement patterns in large-scale digital learning environments, but that gendered interventions may negatively impact some students.
Appears in Collections:ICLS 2018

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