An Exploration of Gender Differences through Electronic Children's Book

Abstract

With the proliferation of online games and ebooks all over the world, understanding users' intention to play online games through e-book learning has become a new issue for academics and practitioners. Prior studies have investigated the factors affecting learning behavioral intention to play online games. However, little research has been conducted to examine what the gender differences in playing and learning English game-based electronic children's books are. Thus, the aim of this study is to investigate gender differences in the relationships between perceived interactivity, prominence, and congruency related to game-based learning through an electronic children's book designed by our research team. Thirty-two 8-year-old (17 boys and 15 girls) Taiwanese children completed the experiments and questionnaires. Surprisingly, gender differences were predominantly not found in the relationship between factors.