Self-regulation and gender within a game-based learning environment.

Nietfeld, John L.; Shores, Lucy R.; Hoffmann, Kristin

doi:10.1037/a0037116

Cited by 67 publications

(43 citation statements)

References 74 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Gender differences in computer game self-efficacy likely result from differences in exposure to and experience with computer games as well as the gendered cultural messages boys and girls receive about computer game playing (Bussey and Bandura 1999;Terlecki et al 2011). Despite gender differences in mean computer game self-efficacy, results from the multi-group modeling suggested only minor differences between boys and girls in the relations among efficacy beliefs and module performance, consistent with recent work by Nietfeld et al 2014. The absence of significant gender differences in how self-efficacy beliefs relate to IVE performance is important as it suggests that the SAVE Science assessment is equitable with regard to gender, even while gender differences in computer game self-efficacy are observed.…”

Section: Discussionsupporting

confidence: 85%

“…Despite ongoing changes in the type and availability of video and computer games, researchers consistently find that males report liking and playing video games more than females (e.g., Buchman and Funk 1996;Hartmann and Klimmt 2006;Lucas and Sherry 2004;Nietfeld et al 2014;Terlecki et al 2011;Turkle 1995;Wright et al 2001). As with science self-efficacy, gender differences in computer game self-efficacy may stem from a variety of social influences-home, education, cultural, mass media-that shape the experiences and perceptions that adolescents have with regard to gaming as a male stereotyped activity (Terlecki et al).…”

Section: Gender Differencesmentioning

confidence: 97%

See 1 more Smart Citation

Scientific Inquiry Self-Efficacy and Computer Game Self-Efficacy as Predictors and Outcomes of Middle School Boys’ and Girls’ Performance in a Science Assessment in a Virtual Environment

et al. 2015

View full text Add to dashboard Cite

The primary aim of the study was to examine whether performance on a science assessment in an immersive virtual environment was associated with changes in scientific inquiry self-efficacy. A secondary aim of the study was to examine whether performance on the science assessment was equitable for students with different levels of computer game self-efficacy, including whether gender differences were observed. We examined 407 middle school students' scientific inquiry self-efficacy and computer game self-efficacy before and after completing a computer game-like assessment about a science mystery. Results from path analyses indicated that prior scientific inquiry self-efficacy predicted achievement on end-ofmodule questions, which in turn predicted change in scientific inquiry self-efficacy. By contrast, computer game self-efficacy was neither predictive of nor predicted by performance on the science assessment. While boys had higher computer game self-efficacy compared to girls, multi-group analyses suggested only minor gender differences in how efficacy beliefs related to performance.Implications for assessments with virtual environments and future design and research are discussed.

show abstract

Section: Discussionsupporting

confidence: 85%

Section: Gender Differencesmentioning

confidence: 97%

Scientific Inquiry Self-Efficacy and Computer Game Self-Efficacy as Predictors and Outcomes of Middle School Boys’ and Girls’ Performance in a Science Assessment in a Virtual Environment

et al. 2015

View full text Add to dashboard Cite

show abstract

“…The pretest and posttest assessment sequence of items were randomized from pretest to posttest administration to reduce practice effects. Both the pretest and posttest are validated instruments that were adopted from Nietfeld, Shores, and Hoffmann (2014). Questionnaires not included in our analyses were not included due to space limitations.…”

Section: Methodsmentioning

confidence: 99%

Multimodal learning analytics for game‐based learning

Emerson¹,

Cloude²,

Azevedo³

et al. 2020

Brit J Educational Tech

View full text Add to dashboard Cite

A distinctive feature of game‐based learning environments is their capacity to create learning experiences that are both effective and engaging. Recent advances in sensor‐based technologies such as facial expression analysis and gaze tracking have introduced the opportunity to leverage multimodal data streams for learning analytics. Learning analytics informed by multimodal data captured during students’ interactions with game‐based learning environments hold significant promise for developing a deeper understanding of game‐based learning, designing game‐based learning environments to detect maladaptive behaviors and informing adaptive scaffolding to support individualized learning. This paper introduces a multimodal learning analytics approach that incorporates student gameplay, eye tracking and facial expression data to predict student posttest performance and interest after interacting with a game‐based learning environment, Crystal Island. We investigated the degree to which separate and combined modalities (ie, gameplay, facial expressions of emotions and eye gaze) captured from students (n = 65) were predictive of student posttest performance and interest after interacting with Crystal Island. Results indicate that when predicting student posttest performance and interest, models utilizing multimodal data either perform equally well or outperform models utilizing unimodal data. We discuss the synergistic effects of combining modalities for predicting both student interest and posttest performance. The findings suggest that multimodal learning analytics can accurately predict students’ posttest performance and interest during game‐based learning and hold significant potential for guiding real‐time adaptive scaffolding.

show abstract

“…Gender is a common line of investigation in technology‐related research, with known differences for engagement style and frequency and duration of use of digital media among boys and girls (McFarlane, et al ., 2000; McFarlane, Sparrowhawk, & Heald 2002). Gender differences are more pronounced and are typically studied for older age groups in relation to digital games (eg, Nietfeld, Shores, & Hoffman, ) and social media engagement (eg, Suchert, Hanewinkel, Isensee, & Läuft Study Group, ). However, a national survey carried out by Ofcom in 2014 in the UK showed that there are some gender differences in media use even at a very young age: 30% of boys aged 3–4 years use a handheld/portable games player, compared to 21% girls aged 3–4 years.…”

Section: Children's Gendermentioning

confidence: 99%

The influence of children's gender and age on children's use of digital media at home

Kucirkova¹,

Littleton²,

Kyparissiadis³

2017

Brit J Educational Tech

View full text Add to dashboard Cite

This study is the first to systematically investigate the influence of child gender and age, on parents' perceptions of UK children's digital media use at home. It provides an indepth exploration of how children's age and gender influence the balance between children's use of digital and non-digital media at home. The data draw on 709 parents' responses to an open-ended question asked in the context of a national survey investigating the digital reading habits of children, conducted in 2015. Parents' responses were analysed using content and thematic analysis, which yielded eight main categories, collapsed into three major themes: control, child's healthy development and diversity of experiences. Quantitative analyses evidenced that more parents of boys were concerned about the health implications of their children's digital media use and this was a concern especially for parents of the youngest (0-2-year-old) children. More parents of 6-8-year olds cited the appeal of technology as the main reason for the perceived imbalance in their children's engagement with digital media. The study provides a more secure understanding of the factors that influence parental perceptions of their children's digital media use at home, which has implications for policy-makers, digital designers and early years professionals.

show abstract

Self-regulation and gender within a game-based learning environment.

Cited by 67 publications

References 74 publications

Scientific Inquiry Self-Efficacy and Computer Game Self-Efficacy as Predictors and Outcomes of Middle School Boys’ and Girls’ Performance in a Science Assessment in a Virtual Environment

Scientific Inquiry Self-Efficacy and Computer Game Self-Efficacy as Predictors and Outcomes of Middle School Boys’ and Girls’ Performance in a Science Assessment in a Virtual Environment

Multimodal learning analytics for game‐based learning

The influence of children's gender and age on children's use of digital media at home

Contact Info

Product

Resources

About