Gender differences in students’ mathematics game playing

Thomas LOWRIE, Robyn Jorgensen

Research output: Contribution to journalArticle

29 Citations (Scopus)
3 Downloads (Pure)

Abstract

The investigation monitored the digital game-playing behaviours of 428 primary-aged students (aged 10–12 years). Chi-square analysis revealed that boys tend to spend more time playing digital games than girls while boys and girls play quite different game genres. Subsequent analysis revealed statistically significant gender differences in terms of the types of mathematics-rich games students prefer to play. Girls preferred to play games that required problem solving, quantitative computations and the interpretation of graphs. Boys preferred games that required visual/spatial engagement. Given the fact that boys outperform girls on spatial tasks and mathematics assessment items that contain graphics, this study has implications for the development of students' mathematics sense making
Original languageEnglish
Pages (from-to)2244-2248
Number of pages5
JournalComputers and Education
Volume57
Issue number4
DOIs
Publication statusPublished - 2011
Externally publishedYes

Fingerprint

gender-specific factors
mathematics
Students
playing behavior
student
genre
interpretation

Cite this

LOWRIE, Thomas ; Jorgensen, Robyn. / Gender differences in students’ mathematics game playing. In: Computers and Education. 2011 ; Vol. 57, No. 4. pp. 2244-2248.
@article{96e629158a7b4b08a368b2228f9753d1,
title = "Gender differences in students’ mathematics game playing",
abstract = "The investigation monitored the digital game-playing behaviours of 428 primary-aged students (aged 10–12 years). Chi-square analysis revealed that boys tend to spend more time playing digital games than girls while boys and girls play quite different game genres. Subsequent analysis revealed statistically significant gender differences in terms of the types of mathematics-rich games students prefer to play. Girls preferred to play games that required problem solving, quantitative computations and the interpretation of graphs. Boys preferred games that required visual/spatial engagement. Given the fact that boys outperform girls on spatial tasks and mathematics assessment items that contain graphics, this study has implications for the development of students' mathematics sense making",
author = "Thomas LOWRIE and Robyn Jorgensen",
year = "2011",
doi = "10.1016/j.compedu.2011.06.010",
language = "English",
volume = "57",
pages = "2244--2248",
journal = "Computers Education",
issn = "0360-1315",
publisher = "Elsevier Limited",
number = "4",

}

Gender differences in students’ mathematics game playing. / LOWRIE, Thomas; Jorgensen, Robyn.

In: Computers and Education, Vol. 57, No. 4, 2011, p. 2244-2248.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Gender differences in students’ mathematics game playing

AU - LOWRIE, Thomas

AU - Jorgensen, Robyn

PY - 2011

Y1 - 2011

N2 - The investigation monitored the digital game-playing behaviours of 428 primary-aged students (aged 10–12 years). Chi-square analysis revealed that boys tend to spend more time playing digital games than girls while boys and girls play quite different game genres. Subsequent analysis revealed statistically significant gender differences in terms of the types of mathematics-rich games students prefer to play. Girls preferred to play games that required problem solving, quantitative computations and the interpretation of graphs. Boys preferred games that required visual/spatial engagement. Given the fact that boys outperform girls on spatial tasks and mathematics assessment items that contain graphics, this study has implications for the development of students' mathematics sense making

AB - The investigation monitored the digital game-playing behaviours of 428 primary-aged students (aged 10–12 years). Chi-square analysis revealed that boys tend to spend more time playing digital games than girls while boys and girls play quite different game genres. Subsequent analysis revealed statistically significant gender differences in terms of the types of mathematics-rich games students prefer to play. Girls preferred to play games that required problem solving, quantitative computations and the interpretation of graphs. Boys preferred games that required visual/spatial engagement. Given the fact that boys outperform girls on spatial tasks and mathematics assessment items that contain graphics, this study has implications for the development of students' mathematics sense making

U2 - 10.1016/j.compedu.2011.06.010

DO - 10.1016/j.compedu.2011.06.010

M3 - Article

VL - 57

SP - 2244

EP - 2248

JO - Computers Education

JF - Computers Education

SN - 0360-1315

IS - 4

ER -