Digital Native Students: Gender Differences in Mathematics and Gaming

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Y

14

Gender Differences; Technological Literacy; Educational Technology; Technology Uses in Education; Interviews; Mixed Methods Research; Use Studies; Computer Games; Spatial Ability; Self Esteem; Mathematics Instruction; Individual Characteristics; Attitude Measures; Secondary School Students; Foreign Countries; Student Surveys; Questionnaires; Likert Scales; Student Behavior; Student Attitudes; Correlation

10.4018/IJVPLE.2017070102

1947-8518

The purpose of this study was to explore gender differences among digital native students in mathematics learning and gaming. A quantitative dominant mixed methods approach was employed in which quantitative surveys [174 students] and qualitative interviews [eight students, eight parents and six teachers] were administered concurrently. Data collected has revealed that students are characterized as digital natives and do not portray a significant gender gap in technology usage. Nevertheless, males and females tend to demonstrate their digital native characteristics differently. Males are more likely to play computer games and acknowledge the many benefits of gaming. Moreover, boys have better spatial skills and they are more confident in mathematics. While females still lag behind males in spatial abilities and mathematics confidence in the past, digital native females are not helping to close the gender gap. Essentially, girls could play more computer games to strengthen their spatial abilities.

As Provided

30

2018

EJ1182290