An exploration of gendered differences in cognitive, motivational and emotional aspects of game‐based math learning

Abstract

AbstractBackgroundDigital game‐based learning (DGBL) has the potential to provide a gender inclusive learning environment for children.ObjectiveThe present study aimed to explore gendered differences among primary school learners in grades three, four, and five within the context of game‐based fraction learning from cognitive, motivational and emotional perspectives.MethodsTwo hundred and sixty‐nine participants completed a pre‐test and post‐test on fraction conceptual knowledge and surveys in math anxiety, intrinsic motivation and self‐efficacy. In addition, facial expression detection technology was employed to evaluate emotional states.ResultsIn general, within the DGBL environment, boys and girls exhibited similar performance in both their understanding of fraction concepts and their motivational aspects. However, gender differences were identified and manifested uniquely across different grade levels. Specifically, third‐grade girls exhibited significantly lower self‐efficacy than boys, but after DGBL intervention, the gender gap in self‐efficacy was no longer significant. Additionally, third‐grade girls achieved significant improvements in both the competence and interest dimensions of their intrinsic motivation, while boys did not show significant improvements. In the fourth grade, girls exhibited a significantly higher frequency of angry expressions compared to boys during gameplay. Fifth‐grade girls' cognitive performance appeared to be less correlated with motivational factors compared to boys.ConclusionsThe results suggest that DGBL may help narrow the gender difference in math learning, with girls potentially benefiting more from DGBL than boys.