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GENDER DIFFERENCES IN DIGITAL LITERACY GAMES:  EFFICACY, STRATEGIES, EXPERIENCES AND LEARNING OUTCOMES Zeynep Tanes & Lorraine Kisselburgh Purdue University February 18, 2011
Rationale ,[object Object],[object Object],[object Object],[object Object]
Research Questions ,[object Object],[object Object]
Literature ,[object Object],[object Object],[object Object],[object Object]
Gender and Self-Efficacy ,[object Object],[object Object]
Gaming Experience ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Salen & Zimmerman, 2004, p.351
Gender and Gaming Experience ,[object Object],[object Object]
Game Strategies ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Gender and Game Strategies ,[object Object]
Performance and Learning ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Game Performance ≠ Learning ,[object Object],[object Object],[object Object],[object Object]
Gender, Performance and Learning ,[object Object],[object Object],[object Object]
Methods ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The instrument ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Measures ,[object Object],[object Object],[object Object],[object Object],[object Object]
Results Gender and Self-Efficacy – H1 ,[object Object]
Gender and Game Experience – H2 ,[object Object],[object Object]
Game Experience (cont.) ,[object Object]
Gender and Strategy - H5 ,[object Object]
Gender and Performance ,[object Object],[object Object]
Perceived Learning Outcomes ,[object Object]
Gender and Learning - H14  ,[object Object]
Discussion ,[object Object],[object Object]
In summary, ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
In summary, ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Implications ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Future Research ,[object Object],[object Object],[object Object]

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Gender Differences in Digital Literacy Games: Efficacy, Strategies, Experiences and Learning Outcomes

  • 1. GENDER DIFFERENCES IN DIGITAL LITERACY GAMES: EFFICACY, STRATEGIES, EXPERIENCES AND LEARNING OUTCOMES Zeynep Tanes & Lorraine Kisselburgh Purdue University February 18, 2011
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Editor's Notes

  1. Females were more likely to rate the game as cognitively demanding (59%) or neutral (42%). Males were more likely to rate the game low (8%) or neutral (63%) in terms of cognitive demand, and only 29 percent of males rated the game cognitively demanding.
  2. Most females (90%) rated the contest neutrally, while 21% of Males rated the contest highly, and 71% neutrally. Thus, males were significantly more likely to rate the contest highly than females.
  3. Females largely chose two strategies during the game, seeking to complete the easy questions first (48%), or completing the questions in the order given (37%). Males, though were more distributed in their gaming strategies, although they were more likely to complete the questions in the order given (38%), than any other option.
  4. Males were much more likely to report learning about new resources for information (54%), or nothing at all (17%). Females were much more likely to report learning about resources for information (26%), strategies for finding information (21%), but also (unlike males) learning something about themselves (self-appraisal, 25%).