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Gender differences in the complexity of virtual LEGO block designs of kindergarten students
THESIS

, University of Houston, United States

University of Houston . Awarded

Abstract

Educational research reveals that block play can benefit the development of spatial abilities in young children. Research also shows that a relationship exists between spatial ability and mathematics achievement. Because of this, education groups and researchers realize the importance of spatial competence and are recommending that developing sound spatial skills should be a focus in math curriculum. In addition, a spotlight on using focused interventions and technology to enhance spatial ability has arisen.

Students in this study used software called LEGO Digital Designer 2.3® to build with blocks in a virtual world. This study focused on block play through technology and used a newly created Digital Complexity Scale based on established block stages and scales to evaluate kindergarten students' digital block designs. Using the Kruskall-Wallis test, this study found no significant differences in complexity between male and female's digital block constructions.

Citation

Adams, M.S. Gender differences in the complexity of virtual LEGO block designs of kindergarten students. Master's thesis, University of Houston. Retrieved February 17, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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Keywords