Navigating and decoding dynamic maps: Gender preferences and engagement differences within- and outside-of game experiences

  • Tom Lowrie Charles Sturt University
  • Robyn Jorgensen Griffith University
  • Tracy Logan Charles Sturt University

Abstract

A survey (n = 410) revealed statistically significant gender differences between middle school students' preference for playing particular types of games. Subsequent instrumental case studies theorised the "within-game" and "out-of-game" experiences of two middle school students as they played a digital hand-held game. These two case studies comprised stimulated recall sessions and subsequent follow-up, open-ended interviews. The analysis described the influence digital game playing can have on a participant's mathematics sense making. Findings included distinct differences in both the approach and the strategies employed by the respective participants to not only engage with the game, but contextualise it within their own knowledge and experiences. Furthermore, the study demonstrated the extent to which game playing can be a catalyst for further learning outside the game experience.


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Author Biographies

Tom Lowrie, Charles Sturt University

Director

Research Instititue for Professional Practice, Learning and Education

Robyn Jorgensen, Griffith University

Senior Fellow

Griffith Institute for Educational Research

Tracy Logan, Charles Sturt University

Research Coordinator

Research Instititue for Professional Practice, Learning and Education

Published
2013-11-08
How to Cite
Lowrie, T., Jorgensen, R., & Logan, T. (2013). Navigating and decoding dynamic maps: Gender preferences and engagement differences within- and outside-of game experiences. Australasian Journal of Educational Technology, 29(5). https://doi.org/10.14742/ajet.464