ICT, learning and the potential of androgynity
Baylor and collaborators have demonstrated (Baylor & Plant, 2005; Baylor et. al., 2006) that the use of virtual pedagogical coaches portrayed as young and attractive women can increase the willingness of female students to apply for technical education and to help increase their selfefficacy. Pedagogical processes such as role modelling and identification seem to be involved (cf. Bandura, 1977
