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 the decoding and encoding of maps. Given the fact that boys outperform girls of spatial tasks and mathematics assessment items that contain graphics, this study has implications for the development of students mathematics sense making.

The Effect of Gender on Motivation and Student Achievement in Digital Game-based Learning: A Case Study of a Contented-Based Classroom

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“…This positive affectivity allows men to reach higher learning achievements from playing MMORPGs. Lowrie and Jorgensen (2011) showed that the level of cognitive perception differed by genders plays a role in the attitude towards digital game-based learning, and learning attitude is correlated to learning achievements.…”

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