Effect of Gender Difference on Students’ Perceptions toward Instruction Technology in Problem-Based Gamming Environment

Abstract

Educational game combines gameplay characteristics with learning content, not just for fun. It can be used to support learning that refers to the use of digital technology to promote learning performance and experience through game-based activity. Currently, several researchers mentioned that digital game-based learning could promote students’ interest and enhance students’ motivations and learning outcomes by appropriately visualizing abstract ideas. This study aims to investigate the correlation between gender difference and student’s perception toward instruction technology in problem-based gamming. The participants in this study involved with the tenth-grade students totally 106 students. The results showed that males and females had the same perceived ease of use, perceived enjoyment, and perceived satisfaction toward instruction technology in problem-based gamming. In contrast, males and females had difference among perceived learning, perceived flow, and perceived playfulness toward instruction technology in problem-based gamming. Overall, the results revealed that females had better perceptions toward instruction technology in problem-based gamming than males had.