TY - CHAP
T1 - A mixed-method approach on digital educational games for K12
T2 - 5th Symposium of the Workgroup Human-Computer Interaction and Usability Engineering of the Austrian Computer Society
AU - Law, Effie Lai-Chong
AU - Gamble, Tim
AU - Schwarz, Daniel
AU - Kickmeier-Rust, Michael D
AU - Holzinger, Andreas
PY - 2009
Y1 - 2009
N2 - Research on the influence of gender on attitudes towards and performance in digital educational games (DEGs) has quite a long history. Generally, males tend to play such games more engagingly than females, consequently attitude and performance of males using DEGs should be presumably higher than that of females. This paper reports an investigation of a DEG, which was developed to enhance the acquisition of geographical knowledge, carried out on British, German and Austrian K12 students aged between 11 and 14. Methods include a survey on initial design concepts, user tests on the system and two single-gender focus groups. Gender and cultural differences in gameplay habit, game type preferences and game character perceptions were observed. The results showed that both genders similarly improved their geographical knowledge, although boys tended to have a higher level of positive user experience than the girls. The qualitative data from the focus groups illustrated some interesting gender differences in perceiving various aspects of the game.
AB - Research on the influence of gender on attitudes towards and performance in digital educational games (DEGs) has quite a long history. Generally, males tend to play such games more engagingly than females, consequently attitude and performance of males using DEGs should be presumably higher than that of females. This paper reports an investigation of a DEG, which was developed to enhance the acquisition of geographical knowledge, carried out on British, German and Austrian K12 students aged between 11 and 14. Methods include a survey on initial design concepts, user tests on the system and two single-gender focus groups. Gender and cultural differences in gameplay habit, game type preferences and game character perceptions were observed. The results showed that both genders similarly improved their geographical knowledge, although boys tended to have a higher level of positive user experience than the girls. The qualitative data from the focus groups illustrated some interesting gender differences in perceiving various aspects of the game.
UR - http://dx.doi.org/10.1007/978-3-642-10308-7_3
U2 - 10.1007/978-3-642-10308-7_3
DO - 10.1007/978-3-642-10308-7_3
M3 - Chapter or section
SN - 978-3-642-10307-0
VL - 5889
T3 - Lecture Notes in Computer Science
SP - 42
EP - 54
BT - HCI and Usability for e-Inclusion
A2 - Holzinger, A
A2 - Miesenberger, K
PB - Springer
CY - Berlin, Heidelberg
Y2 - 9 November 2009 through 10 November 2009
ER -