New Trends On Global Educational Conference (GEC), Girne, Kıbrıs (Kktc), 24 - 26 Eylül 2012, ss.238
The purpose of this study is to investigate effects of use of voice in interface agents included
in educational software on students’ agent preferences and learning levels. In this context, it
was investigated to see whether there are any relations between student gender and the
preferred agent gender; students’ preference among agents with voices in different
frequencies; and effects of the voicing technique on students’ achievements.
The post-test experimental model was used in the study and the study group consisted of 112
primary education students. Data collection tools of the study included pre-knowledge test;
four educational software packages, in which agents having different voices and genders were
used, and an achievement test. The pre-knowledge test was used to determine the preknowledge of students in the study group about the subjects covered by the educational
software. Four educational software packages were developed by the researchers, and during
the voicing process, the voice frequencies and agent genders were changed (male agent with
low-pitched voice, female agent with high-pitched voice, and female agent with low-pitched
voice and male agent with high-pitched voice) to determine students’ agent preferences, and
the effects of the software on students’ achievements. The achievement test was used to make
comparisons between the groups at the end of the application.
During the application stage, each student used one computer, and was asked to choose the
agent he/she liked the most from among those whose pictures and voices were introduced,
and to use the software in their studies, in which the chosen agent was used. During the
application that lasted 3 weeks, after listening to the contents of the educational software
covering different subjects each week, students were subjected to a multiple-choice
achievement test consisting of remembering and comprehension questions relating to the
subject studied during respective week. Because it was desired to investigate students’ levels
of achievement in line with their choices, they were not allowed to replace the agent they
already chose, and the same agent was used.
Multi-factor ANOVA and ANCOVA tests were used in analysis of data. According to the
findings of the study, 92% of female students preferred a female agent, while 72% of male
students preferred a male agent, and it was observed that, low-pitched voice was chosen less
compared to high-pitched voice. 76,5% of female students and 62% of male students chose
low-pitched voice for male agents, and high-pitched voice for female agents. It was seen that
the frequency used in voicing the pedagogical interface agents of the software did not have
any significant effects on students’ learning levels, and it was observed that students tend to
choose the agents of their own gender, and that they prefer low-pitched voice for male agents
and high-pitched voice for female agents.