游戏系统在数字学习游戏中调节性别与学习成果之间的关系

IF 2.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Ryan S. Baker, J. Elizabeth Richey, Jiayi Zhang, Shamya Karumbaiah, Juan Miguel Andres-Bray, Huy Anh Nguyen, Juliana Maria Alexandra L. Andres, Bruce M. McLaren
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引用次数: 0

摘要

课堂上越来越多地采用数字学习游戏来促进学习和提高学习效果。与通常的看法相反,许多数字学习游戏在学习和情感成果方面对女生比对男生更有效。然而,解释这些差异的游戏内学习机制仍不清楚。在本研究中,我们重新分析了三组回顾性数据,这些数据来自不同年份进行的三项研究。这些数据集分别涉及 213、197 和 287 名学生,是从一款教授小学和初中后期学生十进制概念的数字学习游戏中收集的。我们对这些数据集进行了重新分析,以了解男女学生在系统游戏率方面的差异,系统游戏率是一种行为测量指标,反映了学生在玩游戏时的一种脱离状态。我们比较了男女学生在游戏的两个核心教学活动(即解决问题和自我解释)中的游戏率,并在游戏与非游戏条件下进行了测试。我们发现,在所有三项研究中,在游戏条件下的自我解释步骤中,女生对系统的游戏程度明显低于男生。在所有三项研究中,这种游戏率的差异调节了性别与学习结果之间的关系,即女生往往比男生学习得更多。这些结果表明,未来的游戏设计迭代可以把重点放在减少男生的游戏行为上,这样也可以提高女生的学习效果。了解游戏行为中的性别差异可以为未来的游戏设计提供参考,从而促进所有学生取得更好的学习效果。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Gaming the system mediates the relationship between gender and learning outcomes in a digital learning game

Gaming the system mediates the relationship between gender and learning outcomes in a digital learning game

Digital learning games have been increasingly adopted in classrooms to facilitate learning and to promote learning outcomes. Contrary to common beliefs, many digital learning games can be more effective for female students than male students in terms of learning and affective outcomes. However, the in-game learning mechanisms that explain these differences remain unclear. In the current study, we re-analyze three retrospective data sets drawn from three studies conducted in different years. These data sets, which involved 213, 197, and 287 students, were collected from a digital learning game that teaches late elementary and middle school students decimal concepts. We re-analyzed these data sets to understand how female and male students differ in the rates of gaming the system, a behavioral measure that reflects a form of disengagement while playing the game. Rates of gaming the system are compared between female and male students within each of the game’s two core instructional activities (i.e. problem-solving and self-explanation) as well as tested in a game vs. non-game condition. We found that female students game the system significantly less than male students in the self-explanation step in the game condition, in all three studies. This difference in the rates of gaming mediates the relationship between gender and learning outcomes, a pattern in which female students tend to learn more than male students, across all three studies. These results suggest that future design iterations of the game could focus on reducing gaming behaviors for male students, which might improve learning outcomes for female students as well. Understanding gender-based differences in game behaviors can inform future game design to promote better learning outcomes for all students.

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来源期刊
CiteScore
4.80
自引率
4.00%
发文量
35
期刊介绍: Instructional Science, An International Journal of the Learning Sciences, promotes a deeper understanding of the nature, theory, and practice of learning and of environments in which learning occurs. The journal’s conception of learning, as well as of instruction, is broad, recognizing that there are many ways to stimulate and support learning. The journal encourages submission of research papers, covering a variety of perspectives from the learning sciences and learning, by people of all ages, in all areas of the curriculum, in technologically rich or lean environments, and in informal and formal learning contexts. Emphasizing reports of original empirical research, the journal provides space for full and detailed reporting of major studies. Regardless of the topic, papers published in the journal all make an explicit contribution to the science of learning and instruction by drawing out the implications for the design and implementation of learning environments. We particularly encourage the submission of papers that highlight the interaction between learning processes and learning environments, focus on meaningful learning, and recognize the role of context. Papers are characterized by methodological variety that ranges, for example, from experimental studies in laboratory settings, to qualitative studies, to design-based research in authentic learning settings.  The Editors will occasionally invite experts to write a review article on an important topic in the field.  When review articles are considered for publication, they must deal with central issues in the domain of learning and learning environments. The journal accepts replication studies. Such a study should replicate an important and seminal finding in the field, from a study which was originally conducted by a different research group. Most years, Instructional Science publishes a guest-edited thematic special issue on a topic central to the journal''s scope. Proposals for special issues can be sent to the Editor-in-Chief. Proposals will be discussed in Spring and Fall of each year, and the proposers will be notified afterwards.  To be considered for the Spring and Fall discussion, proposals should be sent to the Editor-in-Chief by March 1 and October 1, respectively.  Please note that articles that are submitted for a special issue will follow the same review process as regular articles.
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