ERIC Number: EJ1017465
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 50
Playing Games: Do Game Consoles Have a Positive Impact on Girls' Learning Outcomes and Motivation?
Kitching, Lucy; Wheeler, Steve
European Journal of Open, Distance and E-Learning, v16 n2 p111-122 2013
Games based learning is currently a hotly debated topic in education and is a fertile field of study (Holmes, 2011; Abrams, 2009). Many schools are exploring ways in which games can be embedded into the curriculum, to enhance learning through deeper engagement and higher levels of motivation (Miller & Robertson, 2010). This paper explores the use of game consoles to support learning for young students (ages 8-11) and evaluates their recent success in primary education. Over time game consoles and video games have been portrayed as a male oriented technology. This research investigated the current use of game consoles in learning and how it might positively affect a child's learning and motivation, but focused solely on female students' experiences. In the study we investigated the research question: "Do game consoles have a positive impact on girls' learning and motivation?" A semi-structured questionnaire was distributed to girls in Key Stage 2 (n = 49) across three schools that have already incorporated game consoles into their curriculum. The study found that game consoles and video games can have a positive impact on girls' learning and motivation and are key themes that have been raised by teachers. However, due to several limitations in this research some issues were not fully addressed, and we identify some future areas for research.
Descriptors: Females, Video Games, Learning Strategies, Questionnaires, Foreign Countries, Elementary School Students, Educational Technology, Technology Uses in Education, Teaching Methods, Learning Theories, Student Motivation, Gender Differences, Student Attitudes, Mixed Methods Research
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom