Effect of Gender and Game Mode in Video Games: An Experimental Study

Virtual Brief Paper (Asynchronous) ID: 58574
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    Wei-Fan Chen
    The Pennsylvania State University

Abstract: Students received two different types of instructional gaming modes (drill-and-practice and role-playing gaming). An experimental study was designed to investigate these two independent variables: gender and instructional game. Three research questions were investigated: (1) Do students with different genders achieve differently on educational objectives and attitudes in learning software engineering contents? (2) Do varied instructional gaming modes facilitate student achievement of different educational objectives and attitudes in learning software engineering contents? (3) Does interaction exist between instructional gaming modes and the learner’s genders in learning software engineering contents? Results showed that female students expressed a significantly higher intention to learn in a gaming environment than male students (F(1,34)=4.378, p<0.05). Results also found that students, regardless of gender, who used a drill-and-practice gaming mode performed significantly better in their knowledge test than those who played in the role-playing gaming mode (F(1,34)= 5.585, p<0.05).

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