Gamification in Science Education to Promote Gender Equality and Learning Achievement

Autor/inn/en	Hsu, Kuang-Chen; Hsu, YuPing; Olesh, Ryan
Titel	Gamification in Science Education to Promote Gender Equality and Learning Achievement
Quelle	(2017), (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Games; Educational Technology; Animation; Video Games; Game Based Learning; Student Interests; Gender Differences; Preferences; Equal Education; Science Education; Competition; Cooperation; Online Courses; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Program Effectiveness; Kansas + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Unterrichtsmedien; Video game; Videospiel; Videospiele; Studieninteresse; Geschlechterkonflikt; Naturwissenschaftliche Bildung; Wettkampf; Co-operation; Kooperation; Online course; Online-Kurs; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	This study attempts to gain insight into whether and what types of gamification have the potential to contribute to students' learning performances while also remaining gender equality in science education. Two types of game elements including competition (gamified animation) and cooperation (social gamified animation) were integrated into an online animation based on gender preferences in gameplay. The initial results indicated that these two types of gamification align with the concept of digital game-based learning (DGBL) to promote students' learning through increasing learning interests. However, the follow-up analysis did not distinguish the effect of gamification on learning based on different gender preferences in game modes. Further research about the possible effect of gender on gamification will be necessary. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01