Effects of gender differences and spatial abilities within a digital pentominoes game
Computers & Education Volume 55, Number 3, ISSN 0360-1315 Publisher: Elsevier Ltd
Spatial ability is a critical skill in geometric learning. Several studies investigate how to use digital games to improve spatial abilities. However, not every learner favors this kind of support. To this end, there is a need to examine how human factors affect learners’ reactions to the use of a digital game to support geometric learning. In this vein, this paper addresses this issue by developing a digital pentominoes game and examining the effects of two essential human factors, especially gender differences and spatial abilities, on students’ performance. The results demonstrate that students’ spatial abilities were significantly improved after they took the digital pentominoes game. The results also demonstrate that the digital game can reasonably reduce the differences between boys and girls. Moreover, the major gender differences lie within mental rotation among the three types of spatial ability and also mainly exist in the low spatial ability group. Finally, the findings are applied to develop a framework that can be used to enhance the understanding of gender differences and spatial abilities within the digital pentominoes game.
Yang, J.C. & Chen, S.Y. (2010). Effects of gender differences and spatial abilities within a digital pentominoes game. Computers & Education, 55(3), 1220-1233. Elsevier Ltd.
- Computer Assisted Instruction
- digital game-based learning
- educational games
- educational technology
- electronic learning
- gender differences
- Geometric Concepts
- Geometric learning
- human factors
- Instructional Effectiveness
- Mathematics Instruction
- Spatial Ability
- Student Characteristics
- technology integration
Cited ByView References & Citations Map
Nour El Mawas, Michael Bradford, Josephine Andrews, Pramod Pathak & Cristina Hava Muntean, National College of Ireland, Ireland
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 1160–1169
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