Gender-inclusive game-based learning in secondary education

Abstract

Boys show a stronger preference for digital entertainment games than girls. For this reason, it may be that game-based learning is more acceptable to boys than to girls. Yet game-based learning might improve the performance of both boys and girls, depending upon the instructional design. In a quasi-experimental study with a secret-trail game, effects were examined on students' subject-matter knowledge. Analysis of covariance revealed that both boys and girls of the game intervention group showed a higher test performance, compared to students of the control group. However, different game activities mediated this effect of the secret-trail game on performance: girls seemed to profit more from searching the Internet to complete assignments and boys from competing with others. The performance of both boys and girls was negatively influenced by technical problems. The results are discussed within the framework of gender-inclusive game design.

Keywords:

• inclusive education
• educational technology
• curriculum and instruction

Notes on contributors

Wilfried Admiraal is full professor of educational sciences at the Leiden University Graduate School of Teaching. His research interest focuses the use of ICT in secondary education and teacher education.

Jantina Huizenga is a PhD-student and educationalist at the Department of Child Development and Education of the Faculty of Social and Behavioural Sciences of the University of Amsterdam. The subject of her dissertation is digital game-based learning in secondary education. Her main research interest is in ICT in educational sciences.

Irma Heemskerk is senior researcher at the Kohnstamm Institute of the University of Amsterdam. Her main areas of research are social inequality in education, ICT in education and the educational labour market.

Els Kuiper is senior researcher at the Department of Child Development and Education of the Faculty of Social and Behavioural Sciences of the University of Amsterdam. Her main research areas are educational technology and inequality in education.

Monique Volman is a professor of education at the Department of Child Development and Education of the Faculty of Social and Behavioural Sciences of the University of Amsterdam. Her main areas of research are learning environments for meaningful learning, diversity and the use of ICT in education.

Geert ten Dam is a full professor of education at the Department of Child Development and Education of the Faculty of Social and Behavioural Sciences of the University of Amsterdam. Her research interests centre on citizenship education and social inequality in education in relation to learning and instruction processes.