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Gender and Cultural Differences in Game-Based Learning Experiences. / Lukosch, Heide; Kurapati, Shalini; Groen, D; Verbraeck, Alexander.

In: The Electronic Journal of e-Learning, Vol. 15, No. 4, 2017, p. 310-319.

Research output: Contribution to journalArticleScientificpeer-review

Harvard

Lukosch, H, Kurapati, S, Groen, D & Verbraeck, A 2017, 'Gender and Cultural Differences in Game-Based Learning Experiences' The Electronic Journal of e-Learning, vol. 15, no. 4, pp. 310-319.

APA

Lukosch, H., Kurapati, S., Groen, D., & Verbraeck, A. (2017). Gender and Cultural Differences in Game-Based Learning Experiences. The Electronic Journal of e-Learning, 15(4), 310-319.

Vancouver

Lukosch H, Kurapati S, Groen D, Verbraeck A. Gender and Cultural Differences in Game-Based Learning Experiences. The Electronic Journal of e-Learning. 2017;15(4):310-319.

Author

Lukosch, Heide ; Kurapati, Shalini ; Groen, D ; Verbraeck, Alexander. / Gender and Cultural Differences in Game-Based Learning Experiences. In: The Electronic Journal of e-Learning. 2017 ; Vol. 15, No. 4. pp. 310-319.

BibTeX

@article{01414475364740efae00c7770b927fd3,
title = "Gender and Cultural Differences in Game-Based Learning Experiences",
abstract = "Games have been successfully used in educational settings for many years. Still, it is not known in detail which factors influence the use and effectiveness of educational games. The game environment, its technology, and other game mechanics are factors directly linked to the game itself. The player’s experience with the subject of the game and/or games in general, his or her motivation and expectations towards the gaming experience influence the outcome of a game-based learning experience. Some of the personal aspects, like age, were already addressed in earlier research. Cultural and gender differences though, were not a main object of study in educational gaming so far. This study started from certain assumptions about differences in game play, related to players’ cultural backgrounds and gender. Literature suggests that gender plays a role when it comes to game performance. This paper introduces outcomes of a study with a so-called Microgame, a brief game used to raise the awareness of interdependent planning operations. It shows that in this game, gender and culture make a difference in relation to the learning experience of the players, measured by game performance.",
keywords = "Microgames, learning, gender, culture",
author = "Heide Lukosch and Shalini Kurapati and D Groen and Alexander Verbraeck",
year = "2017",
language = "English",
volume = "15",
pages = "310--319",
journal = "The Electronic Journal of e-Learning",
issn = "1479-4403",
publisher = "Academic Publishing Limited",
number = "4",

}

RIS

TY - JOUR

T1 - Gender and Cultural Differences in Game-Based Learning Experiences

AU - Lukosch, Heide

AU - Kurapati, Shalini

AU - Groen, D

AU - Verbraeck, Alexander

PY - 2017

Y1 - 2017

N2 - Games have been successfully used in educational settings for many years. Still, it is not known in detail which factors influence the use and effectiveness of educational games. The game environment, its technology, and other game mechanics are factors directly linked to the game itself. The player’s experience with the subject of the game and/or games in general, his or her motivation and expectations towards the gaming experience influence the outcome of a game-based learning experience. Some of the personal aspects, like age, were already addressed in earlier research. Cultural and gender differences though, were not a main object of study in educational gaming so far. This study started from certain assumptions about differences in game play, related to players’ cultural backgrounds and gender. Literature suggests that gender plays a role when it comes to game performance. This paper introduces outcomes of a study with a so-called Microgame, a brief game used to raise the awareness of interdependent planning operations. It shows that in this game, gender and culture make a difference in relation to the learning experience of the players, measured by game performance.

AB - Games have been successfully used in educational settings for many years. Still, it is not known in detail which factors influence the use and effectiveness of educational games. The game environment, its technology, and other game mechanics are factors directly linked to the game itself. The player’s experience with the subject of the game and/or games in general, his or her motivation and expectations towards the gaming experience influence the outcome of a game-based learning experience. Some of the personal aspects, like age, were already addressed in earlier research. Cultural and gender differences though, were not a main object of study in educational gaming so far. This study started from certain assumptions about differences in game play, related to players’ cultural backgrounds and gender. Literature suggests that gender plays a role when it comes to game performance. This paper introduces outcomes of a study with a so-called Microgame, a brief game used to raise the awareness of interdependent planning operations. It shows that in this game, gender and culture make a difference in relation to the learning experience of the players, measured by game performance.

KW - Microgames

KW - learning

KW - gender

KW - culture

UR - http://resolver.tudelft.nl/uuid:01414475-3647-40ef-ae00-c7770b927fd3

M3 - Article

VL - 15

SP - 310

EP - 319

JO - The Electronic Journal of e-Learning

T2 - The Electronic Journal of e-Learning

JF - The Electronic Journal of e-Learning

SN - 1479-4403

IS - 4

ER -

ID: 27110351