A Study of Gender Differences in Intention of Using Game-Based Learning Courseware with Different Interface Visual Style

• Main Authors: Shu-Pei Tseng, 曾舒珮
• Other Authors: Hsueh-Wu Wang
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/49165556881660021355

碩士 === 國立臺北教育大學 === 數位科技設計學系(含玩具與遊戲設計碩士班) === 98 === This research aims to discuss whether the satisfaction and operating desires of grade school students, when facing the same digital learning materials with a different visual interface, are different according to gender. The development of the interface design is based on ADDIE, designed according to Game-Based Learning Courseware digital learning material Happy Cuber, and researcher designed two separate interface versions preferred by boys and girls. The objects of study are four classes in fifth grade, where researcher have the classes carry out a 40 minutes experimental tuition, with two classes using the B(oys) version and the other two using the G(irls) version of the interface. According to the user’s satisfaction survey, students of both genders do have different satisfactory levels when it comes to preferred visual interface. On satisfactory details, boys have “complicated system controls and hard to use” as the major difference, showing that boys are indeed affected by strong, challenging visual designs, which makes the boys feel that the B version is more complicated. However, this does not affect their desire to carry out the materials. The statistics show that the boys’ average answering times when using the B version are significantly different than that of using the G version. As for the girls’ satisfactory details, their major differences are separated on four levels, on a total of six questions, which includes “the button arrangements on the interface looks more comfortable”, “the characters are of the right size and thus easier to read”, “the words and background color are paired appropriately”, and “the display method for the remaining game time is easier to understand”. This means that girls are affected easier by visual designs when operating digital learning materials, and a design that meets their visual preference will make them feel that the operation is easier. Based on their average answering times, although girls have a higher answering rate compared to boys when using the G version, the difference is not significant. Furthermore, the average answering times on the B version for boys and girls reached a significant difference (p=.036), but did not when using the G version (p=.869). The narrowing of the difference of answering times shows that the girls are attracted to the visual interface. Hence, if the design of visual interface could take the gender preferences into consideration, it should help raise their intention to use when they’re operating digital learning materials.