Gender differences in social studies skills: A Texas, multiyear study

This paper investigates whether there are gender differences in gameplay time and learning outcomes in a social studies mobile game-based curriculum. Seventeen boys and 24 girls from a ninth-grade class in Singapore used a mobile learning game Statecraft X to enact governorship in the game world. The data suggest that boys spent significantly more time playing Statecraft X than girls. However, there were no significant gender differences in their scores in an essay question assessing their learning about governorship in terms of criteria of relevance of content, perspective, and personal voice. There was also no significant correlation between gameplay time and relevance of content, perspective, and personal voice scores. Thus, higher engagement in gameplay alone does not necessarily lead to higher-order learning outcomes. This paper discusses the factors giving rise to these results.

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The Role of Gender in Mobile Game-Based Learning

International Journal of Mobile and Blended Learning ◽

10.4018/jmbl.2011100102 ◽

2011 ◽

Vol 3 (4) ◽

pp. 19-37 ◽

Cited By ~ 9

Author(s):

Susan Gwee ◽

Yam San Chee ◽

Ek Ming Tan

Keyword(s):

Gender Differences ◽

Social Studies ◽

Learning Outcomes ◽

Ninth Grade ◽

Game Based Learning ◽

Mobile Game ◽

Learning Game ◽

Essay Question ◽

Higher Order Learning

This paper investigates whether there are gender differences in gameplay time and learning outcomes in a social studies mobile game-based curriculum. Seventeen boys and 24 girls from a ninth-grade class in Singapore used a mobile learning game Statecraft X to enact governorship in the game world. The data suggest that boys spent significantly more time playing Statecraft X than girls. However, there were no significant gender differences in their scores in an essay question assessing their learning about governorship in terms of criteria of relevance of content, perspective, and personal voice. There was also no significant correlation between gameplay time and relevance of content, perspective, and personal voice scores. Thus, higher engagement in gameplay alone does not necessarily lead to higher-order learning outcomes. This paper discusses the factors giving rise to these results.

Download Full-text