Evidence for the persistent effects of an intervention to mitigate gender-stereotypical task allocation within student engineering teams.
Lynn Andrea SteinDeyna C. AragonDaniel MorenoJeremy M. GoodmanPublished in: FIE (2014)
Keyphrases
- engineering students
- individual differences
- multi agent systems
- dependent variables
- undergraduate engineering
- multi agent
- engineering courses
- computer engineering
- interaction effects
- computer literacy
- engineering design
- intelligent tutoring systems
- software engineering
- cooperative
- collaborative activities
- student participation
- online course
- student learning
- student teams
- tutoring system
- multi robot
- high school students
- student achievement
- multiagent systems
- learning process