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Gender differences in game activity preferences of middle school children: implications for educational game design

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Abstract

Educators and learning theorists suggest that play is one of the most important venues for learning, and games a useful educational tool. This study considers game activity preferences of middle school-aged children, so that educational games might be made more appealing to them. Based on children’s activity modes identified in our prior research, we developed the Educational Game Preferences Survey, which collects information on children’s preferences for play activity modes, their attitudes about each activity mode, and their preferences for game characters, settings, and forms of help. Survey results suggest the appeal of the Explorative mode of play for all children, especially girls. Gender differences in children’s preferences and attitudes for Active, Strategic, and Creative play modes were also found. We close with recommendations for game design to appeal to both boys and girls, as well as for boys and girls individually, to build engagement and hopefully lead to learning.

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Acknowledgements

The research reported here was partially supported by the National Science Foundation, through grant #0328383 to the first author at the University of Virginia.

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Authors and Affiliations

  1. Department of Leadership, Foundations & Policy, Curry School of Education, University of Virginia, P.O. Box 400265, Charlottesville, VA, 22904-4265, USA

    Mable B. Kinzie

  2. Peabody School, Charlottesville, VA, USA

    Dolly R. D. Joseph

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  1. Mable B. Kinzie
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  2. Dolly R. D. Joseph
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Correspondence to Mable B. Kinzie.

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Kinzie, M.B., Joseph, D.R.D. Gender differences in game activity preferences of middle school children: implications for educational game design. Education Tech Research Dev 56, 643–663 (2008). https://doi.org/10.1007/s11423-007-9076-z

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