Gender-Inclusive Game-Based Learning in Secondary Education

Autor/inn/en	Admiraal, Wilfried; Huizenga, Jantina; Heemskerk, Irma; Kuiper, Els; Volman, Monique; ten Dam, Geert
Titel	Gender-Inclusive Game-Based Learning in Secondary Education
Quelle	In: International Journal of Inclusive Education, 18 (2014) 11, S.1208-1218 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2014.885592
Schlagwörter	Gender Differences; Educational Games; Teaching Methods; Quasiexperimental Design; Effect Size; Knowledge Level; Instructional Design; Intervention; Control Groups; Experimental Groups; Comparative Analysis; Internet; Assignments; Competition; Foreign Countries; Secondary School Students; History Instruction; Educational Technology; Technology Uses in Education; Student Characteristics; Likert Scales; Statistical Analysis; Telecommunications; Geographic Information Systems; Cooperative Learning; Pretests Posttests; Netherlands + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Educational game; Lernspiel; Teaching method; Lehrmethode; Unterrichtsmethode; Wissensbasis; Lesson concept; Lessonplan; Unterrichtsentwurf; Assignment; Auftrag; Zuweisung; Wettkampf; Ausland; Sekundarschüler; History lessons; Geschichtsunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Likert-Skala; Statistische Analyse; Telekommunikationstechnik; Kooperatives Lernen; Niederlande
Abstract	Boys show a stronger preference for digital entertainment games than girls. For this reason, it may be that game-based learning is more acceptable to boys than to girls. Yet game-based learning might improve the performance of both boys and girls, depending upon the instructional design. In a quasi-experimental study with a secret-trail game, effects were examined on students' subject-matter knowledge. Analysis of covariance revealed that both boys and girls of the game intervention group showed a higher test performance, compared to students of the control group. However, different game activities mediated this effect of the secret-trail game on performance: girls seemed to profit more from searching the Internet to complete assignments and boys from competing with others. The performance of both boys and girls was negatively influenced by technical problems. The results are discussed within the framework of gender-inclusive game design. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10