Closing the Gender Gap in a Mobile Game-Based Learning Curriculum

• In Event: Roundtable Session 14
  In Roundtable Session: Advanced Technologies for Learning Roundtable

Abstract

The purpose of this paper is to investigate whether the design of a mobile game-based social studies curriculum influences the level of participation and the quality of student work of ninth-grade girls. The results of the first intervention study suggest that there were no significant gender differences were found for the quality of student work. However, the boys’ level of participation in playing the game was significantly higher than the girls’. After modifications were made to the digital game for the second intervention study to close the gender gap in the amount of time spent playing the game, the gender difference remained significant. There were no significant gender differences in quality of student work found in the second intervention study.

Authors

• Susan Gwee, English Language Institute of Singapore

• Ek Ming Tan, National Institute of Education - Nanyang Technological University

• Mingfong Jan, University of Wisconsin - Madison