Download to read offline
Uploaded byFallon Stillman
Stillman literature review
This literature review examines the interaction between gender and the effectiveness of technology-based learning. Some studies have found no effect of gender on learning outcomes, while others have found gender differences in performance and satisfaction. The review discusses key topics like gender roles, stereotype threat, and technological self-efficacy. It also outlines the theoretical foundations of gender role theory and stereotype threat. Areas for future research are identified, such as comparing self-efficacy across generations and examining the role of subject matter and culture in gender differences with educational technology.
Stillman literature review
- 1. Literature Review TheInteraction of the Variable of Gender on Learning with Technology Indiana University Fallon Stillman
- 2. Overview of Topic Studies concerning the interaction of gender role between the effectiveness of technology integration in education have produced mixed results. Some findings report that gender does not effect the learning outcomes or student satisfaction with electronic medium interventions. Some report gender can affect differences between male and female performance and satisfaction with electronic medium interventions . What is the current interaction of the variable gender in and the effectiveness of technology-based learning interventions?
- 3. Key Terms Gender role – culturally dependent behavior patterns defined by masculinity or femininity Gender gap – differences between male and female views, performance, and attitudes Self-efficacy – Bandura defines as people’s self-perceived capabilities that can affect achievement Stereo-type threat – Gender roles may cause people to act accordingly to their social expectations.
- 4. Theoretical Foundation Gender Role Theory: Gender roles are determined by society’s labor divisions (Wood & Eagly, 2002) Stereotype Threat: The numerical minority will face debilitating lowered performance expectations. (Steele, 1997)
- 5. Current & PastResearch Trends Measurement tools for researching gender differences in educational technology (Popovitch, 1987; Teo, 2011) Influence of gender roles on technological self efficacy in higher education (Kay, 2006; Huffman, Whetten & Huffman, 2013; Liu & Chang 2010 ) Influence of gender on effectiveness and attitudes with instructional technology in secondary school students (Levin & Gordon, 1989; Kaino, 2008; Ertle & Helling,2011) Influence of gender roles on technological self efficacy, and percieved usefulness of the media in professional learners (Ong & Lai, 2006)
- 6. Areas for FutureResearch New comparison between technological self-efficacy between Generation X and Generations Y and Z Correlations between cognitive style and gender as a variable in the effectiveness of learning with technology Effect of topic/subject matter and gender as variables in the effectiveness of learning with technology Culture as a variable in gender differences in educational technology acceptance and effectiveness
- 7. References Bandura,A. (1991a). Self-efficacy mechanism in physiological activation and health-promoting behavior. In J. Madden, IV (Ed.), Neurobiology of learning, emotion and affect (pp. 229- 270). New York: Raven Ertl, B., & Helling, K. (2011). Promoting Gender Equality in Digital Literacy. Journal Of Educational Computing Research, 45(4), 477-503. Gender role. 2014. In Psychology Dictionary. Retrieved Decmeber 4, 2014, from hhttp://psychologydictionary.org/gender-role/ Huffman, A.H., Whetten, J., & Huffman, W.H. (2013). Using technology in higher education: The influence of gender roles on technology self-efficacy, Computers in Human Behavior, 29(4),1779-1786. Kaino, L. M. (2008). Technology in learning: Narrowing the gender gap? Eurasia Journal of Mathematics, Science and Technology Education, 4(3), 263-268. Kay, R. (2006). Addressing Gender Differences in Computer Ability, Attitudes and Use: The Laptop Effect. Journal Of Educational Computing Research, 34(2), 187-211. Levin, T. and Gordon, C. (1989). Effect of gender and computer experience on attitudes toward computers. Journal of Educational Computing Research, 5(1):69-8. Liu, E., & Chang, Y. (2010). Gender differences in usage, satisfaction, self-efficacy and performance of blogging. British Journal Of Educational Technology, 41(3).
- 8. References continued Ong, C. S., Lai, J.Y., (2006). Gender differences in perceptions and relationships among dominants of e-learning acceptance, Computers in Human Behavior, 22 (5), 816-829. Pohnl, S., & Bogner, F. X. (2012). Learning with Computer-Based Multimedia: Gender Effects on Efficiency. Journal Of Educational Computing Research, 47(4), 387-407. Popovich, P.M. and Others (1987). The development of the attitudes toward computer usage scale. Educational and Psychological Measurement, 47(1) :261-269, Spring/87. Steele, C. M. (1997). A Threat in the Air: How Stereotypes Shape Intellectual Identity and Performance. American Psychologist, 52(6), 613-29. Teo, T. (2011). Measuring Gender Differences in Technology Acceptance: A Measurement Invariance Analysis. International Journal Of Instructional Media, 38(3), 245-252. Wood, W. & Eagly, A. (2012). Biosocial Construction of Sex Differences and Similarities in Behavior Advances. Experimental Social Psychology, 46. Elsevier Inc. doi: 10.1016/B978-0-12-394281- 4.00002-7.
Editor's Notes
- #3 My review covers literature that reports findings on experiments and research concerning the effect of gender and learning with technology. Specifically, I read articles on the effect of technological media on learning and the relationship between gender, learner attitude towards technology, and learning.
- #4 A gender role is defined The Psychology Dictionary as, “the pattern of behavior, personality traits and attitudes defining masculinity or femininity in a certain culture.” Self efficacy is defined by Bandura as “people's beliefs about their capabilities to produce designated levels of performance that exercise influence over events that affect their lives. Self-efficacy beliefs determine how people feel, think, motivate themselves and behavior”. From the research of Wendy Wood, we derive the concept of steroetype threat, “because gender stereotypes specify task abilities, they can establish social and personal expectations for performance in culturally masculine or feminine domains.”
- #5 There are two critical theories that can account for any discrepancy in the gap between masculine and feminine performance in the use of educational technology. One is Gender role theory by Wood and Eagly (2002), and the other is stereo type threat by Steele (1997). These theories address the role that awareness of being a minority or certain gender may play in technological interventions.
- #6 There are many studies focused on gender and the effectiveness of technology in learning. Popovitch in 1987 and Teo, 2011 study the Measurement tools for researching gender differences in educational technology. Teo’s study as based in Taiwan and called for a measurement of robustness of measurement tools, and Popovitch researched the ATCUS, Attitudes towards Computer Usage Scale. Influence of gender roles on technological self-efficacy in higher education were studied by Kay, 2006; Huffman, Whetten & Huffman, 2013; and Liu & Chang 2010. Huffman, Whetten & Huffman, 2013 found in a study of 750 graduate students that “gender plays a large role in explaining why biological sex is related to technology self-efficacy.” (p. 1783) Liu & Chang 2010 found that men found satisfaction in final scores, but women found satisfaction in the amount of social tags they received. In a study of 52 pre-service teachers, Kay 2006 found that there were no significant differences between genders in ability in a laptop program. Concerning the influence of gender on effectiveness and attitudes with instructional technology in secondary school students In a study of 72 Botswanian students, Kaino, 2008 found that there is an insignificant difference in learning with computers between genders in the age range of secondary school students. Ertle & Helling, 2011 found that their sample, 98 Bavarian secondary school students, “follow a stereotypical distribution: boys are rather interested in hardware and programming, while girls rather prefer standard software and Internet applications.” Finally, there is research on the influence of gender roles on technological self-efficacy, and perceived usefulness of the media in professional learners. Ong & Lai (2006) studied 156 responses based on the TAM model to explore differences amongst gender in e-learning acceptance, gender differences in perceptions of computer self-efficacy, perceived usefulness, perceived ease of use, and the behavioral intention to use. They found men’s self-efficacy reporting higher than women’s.
- #7 Considering the proliferation of research on the variable of gender and technological learning interventions, I would assert that there is a need for a new comparison of gender differences between generations that have been raised in a time of increased technological literacy, such as generations Y and Z. Next, I believe there is room for research focused on correlations between cognitive style and gender as a variable in the effectiveness of learning with technology. Also, the effect of topic/subject matter and gender as variables in the effectiveness of learning with technology. For example, would a topic associated with a particular gender role, such as weaponry or gardening, affect acceptance in a technologically based medium? Finally, since gender roles may be affected by culture, we should compare culture as a variable in gender differences in educational technology acceptance and effectiveness
- #8 Thank you for reviewing my presentation! My sources range from the 1980s to 2014. I consulted peer reviewed journals that focus on computing, learning sciences, and educational technology. The sources may be viewed on this slide and the next.