Perceptions of Gender Stereotypes About Computer Game-Based Learning Among Pre-Service Teachers

Abstract

The purpose of the present study is to develop a scale for measuring pre-service teacher perceptions of gender stereotypes about computer game-based learning, and conduct a preliminary study to explore the reliability and validity of the scale. Data was collected via survey from 119 pre-service teachers enrolled in a mathematics methods class at a mid-western university. Results of data analysis provided strong support for the reliability of the scale and partial support for its validity. Consistent with our hypotheses, perceptions of gender stereotypes were negatively related to computer gaming experience, gamer identity, and intention to use computer game-based learning in future teaching practice. At the same time, perceptions of gender stereotypes were positively related to perceived barriers to computer game-based learning. Factor analysis suggested a four-factor structure pertaining to four aspects of gender stereotypes with favorable perceptions towards male gamers: intrinsic motivation, competency, confidence, and game compatibility.