The Impact of Gender in Learning With Games: A Consistent Effect in a Math Learning Game
The Impact of Gender in Learning With Games: A Consistent Effect in a Math Learning Game
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DOI：
10.4018/ijgbl.309128
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发表时间：
2022-01
期刊：
影响因子：
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通讯作者：
H. Nguyen;Xinying Hou;J. Richey;B. McLaren
中科院分区：
文献类型：
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作者：
H. Nguyen;Xinying Hou;J. Richey;B. McLaren
在中学数学教育中存在着既定的性别差距，女学生报告说焦虑程度较高，参与程度较低，这对她们的表现甚至长期职业选择产生了负面影响。这项工作调查的数字学习游戏在解决这个问题的作用，通过研究DecemberPoint，一个数学游戏，教十进制数和操作，第五和第六年级学生。通过对December Point的四项已发表研究的数据，共涉及624名学生，作者发现了所有研究中重复的一致性别差异-男性学生在预测试中表现更好，而女性学生往往从游戏中学到更多。此外，女学生在回答自我解释问题时更加谨慎，这在四项研究中的两项研究中显着介导了性别与学习成绩之间的关系。这些发现表明，学习游戏可以成为弥合中学数学教育中性别差距的有效工具，这反过来又有助于开发更具个性化和包容性的学习平台。
There is an established gender gap in middle school math education, where female students report higher anxiety and lower engagement, which negatively impact their performance and even long-term career choices. This work investigates the role of digital learning games in addressing this issue by studying Decimal Point, a math game that teaches decimal numbers and operations to 5th and 6th graders. Through data from four published studies of Decimal Point, involving 624 students in total, the authors identified a consistent gender difference that was replicated across all studies – male students tended to do better at pretest, while female students tended to learn more from the game. In addition, female students were more careful in answering self-explanation questions, which significantly mediated the relationship between gender and learning gains in two out of four studies. These findings show that learning games can be an effective tool for bridging the gender gap in middle school math education, which in turn contributes to the development of more personalized and inclusive learning platforms.