Navigating and decoding dynamic maps: Gender preferences and engagement differences within and outside of game experiences

Thomas LOWRIE, Robyn Jorgensen, Tracy LOGAN

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

A survey (n = 410) revealed statistically significant gender differences between middle school students' preference for playing particular types of games. Subsequent instrumental case studies theorised the "within-game" and "out-of-game" experiences of two middle school students as they played a digital hand-held game. These two case studies comprised stimulated recall sessions and subsequent follow-up, open-ended interviews. The analysis described the influence digital game playing can have on a participant's mathematics sense making. Findings included distinct differences in both the approach and the strategies employed by the respective participants to not only engage with the game, but contextualise it within their own knowledge and experiences. Furthermore, the study demonstrated the extent to which game playing can be a catalyst for further learning outside the game experience
Original languageEnglish
Pages (from-to)626-639
Number of pages14
JournalAustraliasian Journal of Educational Technology
Volume29
Issue number5
DOIs
Publication statusPublished - 2013
Externally publishedYes

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gender
experience
gender-specific factors
student
mathematics
interview
learning

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