Gender and Cultural Differences in Game-Based Learning Experiences

Journal article (2017)

Authors

H.K. Lukosch Policy Analysis - TPM
S. Kurapati Policy Analysis - TPM
D Groen InThere, The Hague
A. Verbraeck Policy Analysis - TPM
Research Group
Policy Analysis (TPM) (TU Delft)
Copyright: © 2017 H.K. Lukosch, S. Kurapati, D Groen, A. Verbraeck
Gender Learning Culture Microgames
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Published Date

2017

Language

English

Reuse Rights

Other than for strictly personal use, it is not permitted to download, forward or distribute the text or part of it, without the consent of the author(s) and/or copyright holder(s), unless the work is under an open content license such as Creative Commons.

Faculty

Technology, Policy and Management

Department

Multi Actor Systems

Research Group

Policy Analysis

Abstract

Games have been successfully used in educational settings for many years. Still, it is not known in detail which factors influence the use and effectiveness of educational games. The game environment, its technology, and other game mechanics are factors directly linked to the game itself. The player’s experience with the subject of the game and/or games in general, his or her motivation and expectations towards the gaming experience influence the outcome of a game-based learning experience. Some of the personal aspects, like age, were already addressed in earlier research. Cultural and gender differences though, were not a main object of study in educational gaming so far. This study started from certain assumptions about differences in game play, related to players’ cultural backgrounds and gender. Literature suggests that gender plays a role when it comes to game performance. This paper introduces outcomes of a study with a so-called Microgame, a brief game used to raise the awareness of interdependent planning operations. It shows that in this game, gender and culture make a difference in relation to the learning experience of the players, measured by game performance.