Examining Students' Perceived Competence, Gender, and Ethnicity in a Digital STEM Learning Game

Autor/inn/en	Smith, Ginny; Fulwider, Curt; Liu, Zhichun; Lu, Xi; Shute, Valerie J.; Li, Jiawei
Titel	Examining Students' Perceived Competence, Gender, and Ethnicity in a Digital STEM Learning Game
Quelle	In: International Journal of Game-Based Learning, 12 (2022) 1, Artikel 13 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smith, Ginny) ORCID (Liu, Zhichun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-6849
DOI	10.4018/IJGBL.294013
Schlagwörter	STEM Education; Computer Games; Gender Differences; Ethnicity; Competence; High School Students; Grade 9; Grade 10; Grade 11; Performance; Science Instruction; Student Attitudes; Whites; African American Students; Hispanic American Students; Physics; Asian American Students; Florida + Suchen Sie Ihr Suchwort? STEM; Computer game; Computerspiel; Computerspiele; Geschlechterkonflikt; Ethnizität; Kompetenz; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; Achievement; Leistung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülerverhalten; White; Weißer; African Americans; Afroamerikaner; Hispanic; Hispanic Americans; Hispanoamerikaner; Physik; Asian immigrant; United States; Asiatischer Einwanderer; USA
Abstract	The present study explores how gender, ethnicity, and performance-based perceived competence impact students' learning, performance, and enjoyment from playing a digital STEM learning game. We had 199 9th-11th grade students play a 2D digital STEM learning game across six science classes. Based on the results of demographic surveys, matched pretests and posttests, and satisfaction questionnaires, we found no interaction between gender and ethnicity for performance-based perceived competence, performance, and enjoyment. We found a significant difference between males and females in performance-based perceived competence and in-game performance both favoring males over females. Among ethnic groups, we found a significant difference with in-game performance favoring White and Hispanic students over Black/African American students. However, the differences in gender and in ethnicity were insignificant once we controlled for both perceived competence and pretest scores. This supports the idea that neither race nor gender truly influence one's ability to perform in digital learning games. (As Provided).
Anmerkungen	IGI Global. 701 East Chocolate Avenue, Hershey, PA 17033. Tel: 866-342-6657; Tel: 717-533-8845; Fax: 717-533-8661; Fax: 717-533-7115; e-mail: journals@igi-global.com; Web site: https://www.igi-global.com/journals/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01