Pairing and gender effects on children's computer-based learning

Karen Littleton, Paul Light, Richard Joiner, David Messer, Peter Barnes

Research output: Contribution to journalArticle

Abstract

Reports a study in which 59 girls and 61 boys (aged 11-12 yrs) worked on a computer-based problem solving task couched in an adventure game format. Previous results (A. Blaye et al; see record 1992-08597-001) indicated facilitative effects of working in pairs. In the current study, Ss were randomly assigned to work alone or in single- or mixed-gender pairs. Pairs showed a significant advantage over individuals, but this advantage was not carried over to individual posttest. Gender differences were also attenuated relative to previous results. Findings are interpreted in terms of the socially facilitative presence of other children (even in the "individual" condition) and reduction of gender stereotyping in the software. (PsycINFO Database Record (c) 2007 APA, all rights reserved).
Original languageEnglish
Pages (from-to)311-324
Number of pages14
JournalEuropean Journal of Psychology of Education
Volume7
Issue number4
DOIs
Publication statusPublished - 1992

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Learning
gender
learning
Stereotyping
gender-specific factors
Software
software

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Pairing and gender effects on children's computer-based learning. / Littleton, Karen; Light, Paul ; Joiner, Richard; Messer, David; Barnes, Peter.

In: European Journal of Psychology of Education, Vol. 7, No. 4, 1992, p. 311-324.

Research output: Contribution to journalArticle

Littleton, Karen ; Light, Paul ; Joiner, Richard ; Messer, David ; Barnes, Peter. / Pairing and gender effects on children's computer-based learning. In: European Journal of Psychology of Education. 1992 ; Vol. 7, No. 4. pp. 311-324.
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