The effects of learning style and gender consciousness on novices' learning from playing educational games

Li Chun Wang, Ming Puu Chen

Research output: Contribution to journalArticle

5 Citations (Scopus)

Abstract

This study investigated the effects of novices' learning style and gender consciousness on learning of programming concepts from game-based learning activities. Four classes of eighthgraders with 59 males and 63 females participated in this study. Participants were identified as the diverger group and the converger group based on their stronger learning styles. Game-play activities were implemented to support participants' learning of programming concepts. The results revealed that (a) for the programming comprehension performance, the convergers outperformed the divergers; (b) participants' learning style and gender consciousness significantly affected their project performance; (c) for the high gender consciousness learners, the convergers performed better at abstract conceptualization and active experimentation than the divergers did; (d) for the divergers, the low gender consciousness learners possessed lower stereotype and were willing to challenge and performed better than the high gender consciousness learners; and (e) all the participants revealed positive intrinsic and extrinsic motivation.

Original languageEnglish
Pages (from-to)63-77
Number of pages15
JournalKnowledge Management and E-Learning
Volume4
Issue number1
Publication statusPublished - 2012 Mar 1

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consciousness
gender
learning
programming
extrinsic motivation
intrinsic motivation
performance
Education
Learning styles
Consciousness
stereotype
comprehension
Group
Programming

Keywords

  • Computer programming
  • Game-based learning
  • Gender consciousness
  • Learning style

ASJC Scopus subject areas

  • Education
  • Management of Technology and Innovation

Cite this

The effects of learning style and gender consciousness on novices' learning from playing educational games. / Wang, Li Chun; Chen, Ming Puu.

In: Knowledge Management and E-Learning, Vol. 4, No. 1, 01.03.2012, p. 63-77.

Research output: Contribution to journalArticle

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