Playing Games: Do Game Consoles have a Positive Impact on Girls’ Learning Outcomes and Motivation?

Lucy Kitching [lucy.kitching@students.plymouth.ac.uk], Steve Wheeler [swheeler@plymouth.ac.uk], Plymouth University, Drake Circus, Plymouth, PL4 8AA,
United Kingdom [www.plymouth.ac.uk]

English Abstract

Games based learning is currently a hotly debated topic in education and is a fertile field of study. 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. 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.

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Tags

e-learning, distance learning, distance education, online learning, higher education, DE, blended learning, ICT, information and communication technology, collaborative learning, internet, MOOC, learning management system, interaction, LMS,

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