LEARNING AND GENDER DIFFERENCES IN A NARRATIVE-CENTERED LEARNING ENVIRONMENT

John L. Nietfeld, Lucy R. Shores, Kristin F. Hoffmann

Abstract

This study examined the performance of 8th grade students within a narrative-centered learning environment (NLE) focused on science content. Students showed significant increases in science content knowledge after gameplay. Performance in the NLE was related to higher science self-efficacy and also led to increased presence, interest, and transfer of science concepts. No differences were found between genders for content knowledge, however different variables predicted success by gender. In addition, males entered the study with higher levels of reported gaming experience and showed early advantages for game score that dissipated by the end of play. Further findings and implications for learning are discussed.

References

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Paper Citation


in Harvard Style

L. Nietfeld J., R. Shores L. and F. Hoffmann K. (2011). LEARNING AND GENDER DIFFERENCES IN A NARRATIVE-CENTERED LEARNING ENVIRONMENT . In Proceedings of the 3rd International Conference on Computer Supported Education - Volume 1: CSEDU, ISBN 978-989-8425-49-2, pages 140-144. DOI: 10.5220/0003349301400144


in Bibtex Style

@conference{csedu11,
author={John L. Nietfeld and Lucy R. Shores and Kristin F. Hoffmann},
title={LEARNING AND GENDER DIFFERENCES IN A NARRATIVE-CENTERED LEARNING ENVIRONMENT},
booktitle={Proceedings of the 3rd International Conference on Computer Supported Education - Volume 1: CSEDU,},
year={2011},
pages={140-144},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0003349301400144},
isbn={978-989-8425-49-2},
}


in EndNote Style

TY - CONF
JO - Proceedings of the 3rd International Conference on Computer Supported Education - Volume 1: CSEDU,
TI - LEARNING AND GENDER DIFFERENCES IN A NARRATIVE-CENTERED LEARNING ENVIRONMENT
SN - 978-989-8425-49-2
AU - L. Nietfeld J.
AU - R. Shores L.
AU - F. Hoffmann K.
PY - 2011
SP - 140
EP - 144
DO - 10.5220/0003349301400144