An exploration of gendered differences in cognitive, motivational and emotional aspects of game-based math learning
An exploration of gendered differences in cognitive, motivational and emotional aspects of game-based math learning
An exploration of gendered differences in cognitive, motivational and emotional aspects of game-based math learning
Lu Zhang, Yue Lei, Tim Pelton, Leslee Francis Pelton, Junjie Shang
Abstract
"Background: Digital game-based learning (DGBL) has the potential to provide a gen-der inclusive learning environment for children. Objective: The present study aimed to explore gendered differences among primary school learners in grades three, four, and five within the context of game-based frac-tion learning from cognitive, motivational and emotional perspectives. Methods: Two hundred and sixty-nine participants completed a pre-test and post- test on fraction conceptual knowledge and surveys in math anxiety, intrinsic motiva-tion and self-efficacy. In addition, facial expression detection technology was employed to evaluate emotional states. Results: In general, within the DGBL environment, boys and girls exhibited similar perfor-mance in both their understanding of fraction concepts and their motivational aspects. However, gender differences were identified and manifested uniquely across different grade levels. Specifically, third-grade girls exhibited significantly lower self-efficacy than boys, but after DGBL intervention, the gender gap in self-efficacy was no longer significant. Additionally, third-grade girls achieved significant improvements in both the competence and interest dimensions of their intrinsic motivation, while boys did not show significant improvements. In the fourth grade, girls exhibited a significantly higher frequency of angry expressions compared to boys during gameplay. Fifth-grade girls' cognitive performance appeared to be less correlated with motivational factors compared to boys. Conclusions: The results suggest that DGBL may help narrow the gender difference in math learning, with girls potentially benefiting more from DGBL than boys."
Reference
Zhang, L., Lei, Y., Pelton, T., Pelton, L. F., & Shang, J. (2024). An exploration of gendered differences in cognitive, motivational and emotional aspects of game-based math learning. Journal of Computer Assisted Learning. https://onlinelibrary.wiley.com/doi/abs/10.1111/jcal.12956
Keywords
Game-based Learning, Gender Differences, Math Anxiety