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Closing the gender gap in a mobile game-based learning curriculum
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Paper presented at the American Educational Research Association (AERA) Annual Meeting, Philadelphia, Pennsylvania, 3-7 April 2014
The purpose of this paper is to investigate whether the design of a mobile game-based social studies curriculum influences the level of participation and the quality of student work of ninth-grade girls. The results of the first intervention study suggest that no significant gender differences were found for the quality of student work. However, the boys’ level of participation in playing the game was significantly higher than the girls’. After modifications were made to the digital game for the second intervention study to address the
level of participation in game play, the gender difference remained significant. There were no significant gender differences in quality of student work were identified in the second iteration.
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