The Gender Difference in Scratch Game Design for Sixth-Graders in Yilan

• Main Author: 潘富強
• Other Authors: 許惠美
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/qr4w58

碩士 === 佛光大學 === 學習與數位科技學系 === 102 === The purpose of this study is to explore the gender difference in the multimedia use and scripting use of Scratch game design from student’s works. To gain more information about the gender difference in IT, the information backgrounds and self-identities, and the attitudes about Scratch programming and game design of the students were also examined by questionnaires. The subjects of this study were Scratch novices consisting of 8 boys and 8 girls in Grade 6. They were taught in Scratch elementary courses for 2 hours in advance and given experimental instruction for 6 hours, from which the works and the questionnaires were collected to analyze. The quantitative analysis was used in this study. To realize the gender difference, the works were analyzed by the amounts of the producing ways of stage backgrounds, sprites, and sounds for multimedia use. For scripting use in addition, not only the amounts of variables, blocks, and stacks but also the amounts of the code categories and of which the variety were also analyzed through the Scrape Local analysis tool. As to the questionnaires, they were also analyzed to know the gender difference. The findings are as follows: 1. Multimedia use: There is no significant difference in the amounts of multimedia use between the boys and the girls 2. Scripting use: (1) There is no significant difference in the amounts of blocks, stacks, and variables between the boys and girls; (2) there is no significant difference in the amounts of the code categories except Operators between the boys and the girls; (3) there is no significant difference in the amounts of the variety of the code categories between the boys and the girls. 3. Questionnaires: (1) The boys spent more time using computers and liked computers more. Also, they were more confident of their computer literacy and wanted more to be programmers or computer engineers; (2) the girls liked more doing Scratch programming and game design activities and paint the sprites, but the boys wanted more to do the jobs about programming or games.