Gender Differences in Digital Literacy Games: Efficacy, Strategies, Experiences and Learning Outcomes
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This study examined gender differences in experiences with and outcomes from a digital literacy game. The following key points were found: 1. There were no significant gender differences in digital self-efficacy or enjoyment of the game. 2. Females reported different cognitive experiences and ratings of the game than males. 3. Females tended to employ simpler game strategies than males. 4. There were no gender differences in game performance, but females perceived different learning outcomes than males.
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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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- 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.
- 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.
- 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.
- 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%).