Keywords

gender differences, sex differences, instructional design, educational video games, mathematics, experimental design, repeated-measure

Abstract

An experimental research study using a mixed-method analysis to was conducted to examine educational video game effects on mathematics achievement and motivation between sexes. This study examined sex difference in a 7th grade mathematics (Mathematics 2/Mathematics 2 Advanced) classroom (n=60) learning algebra. Attributes and barriers relating to educational video game play, preference, and setting characteristics were explored. To examine achievement and motivation outcomes, a repeated-measure (SPSS v14) test was used. The analysis included ethnographic results from both student and teacher interview and observation sessions for data triangulation. Results revealed a statistically significant academic mathematics achievement score increase (F =21.8, df =1, 54, <.05). Although, mathematics class motivation scores did not present significance (F =.79, df =1, 47, p>.05), both sexes posted similar data outcomes with regard to mathematics class motivation after using an educational video game as treatment during an eighteen-week term in conjunction with receiving in-class instruction. Additionally, there was an increase in male variability in standard deviation score (SDmotivationpre=8.76, SDmotivation post=11.70) for mathematics class motivation. Lastly, self-reported differences between the sexes for this limited sample, with regard to game design likes and dislikes and observed female game play tendencies, were also investigated. The data presented customization as a unified, but most requested, game design need between the sexes. Between sex differences were found only to be superficial other than a female delay in game acceptance with regard to time and game play comfort.

Notes

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Graduation Date

2009

Advisor

Hirumi, Atsusi

Degree

Doctor of Philosophy (Ph.D.)

College

College of Education

Department

Educational Research, Technology and Leadership

Degree Program

Education

Format

application/pdf

Identifier

CFE0002586

URL

http://purl.fcla.edu/fcla/etd/CFE0002586

Language

English

Release Date

May 2009

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Included in

Education Commons

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