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ERIC Number: ED523728
Record Type: Non-Journal
Publication Date: 2011-Aug
Pages: 51
Abstractor: As Provided
Reference Count: 30
The Use of Narrative: Gender Differences and Implications for Motivation and Learning in a Math Game. CRESST Report 804
Bittick, Sarah Joy; Chung, Gregory K. W. K.
National Center for Research on Evaluation, Standards, and Student Testing (CRESST)
The use of a narrative in educational contexts has been found to increase learners' experience of flow or absorption in a task. This increased experience of flow can in turn result in increased retention and learning outcomes. However, narrative can also be polarizing particularly in the male-dominated realm of video game play due to gender stereotyping or underrepresentation of females in games. Considering studies on narrative, flow, and gender differences in video games, it is expected that masculine and feminine narratives used in an educational game would result in differences in learning for the two genders. This study implemented two narratives into a rational numbers math video game to compare engagement and learning outcomes between genders and in comparison to a non-narrative version of the game. One hundred seventy-seven students enrolled in a remedial math course, pre-algebra, or Algebra 1 participated in the main study; this included 85 males, 80 females, and 12 students who did not report their gender. Results indicate that narrative did increase student experience of flow and positive perceptions of the game, especially when males were matched with the masculine version of the game. Increased learning outcomes took place only when students were placed in the masculine narrative and when males were matched to the masculine narrative. Appended are: (1) Narrative Screens; (2) Rubric for Open-Ended Narrative Question; (3) Background Information Survey; (4) Video Game Experience Survey; and (5) Study Missing Data Analyses. (Contains 16 tables and 5 figures.) [This paper was supported under the Educational Research and Development Centers Program.]
National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 300 Charles E Young Drive N, GSE&IS Building 3rd Floor, Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532; Fax: 310-825-3883; Web site:
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Research on Evaluation, Standards, and Student Testing; University of California, Los Angeles, Center for the Study of Evaluation
Identifiers - Location: California