Escaping binary gender roles: Gender diversity dynamics in a CSCL‐Escape game.
Background: Gender and gender diversity are group features affecting social interaction and are critical for gender‐inclusive and equitable education. As such, the role of gender and gender diversity is of particular relevance to computer‐supported collaborative learning (CSCL). However, up until no...
| Publicado en: | Journal of Computer Assisted Learning Vol. 40; no. 6; pp. 2589 - 2604 |
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| Autores principales: | , , , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=180899657&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 180899657 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2024 vid: 40 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 180899657 174755947 180899657 180899657 10.1111/jcal.12942 180899657 ppf: 2589 ppct: 15 formats: tig: atl: Escaping binary gender roles: Gender diversity dynamics in a CSCL‐Escape game. aug: au: Kube, Dana Gombert, Sebastian John, Nathalie Weidlich, Joshua Kreijns, Karel Drachsler, Hendrik affil: Department for Educational Technologies, DIPF I Leibniz Institute for Research and Information in Education, Frankfurt, Germany sug: subj: Gender Identity Gender-Nonconforming Persons Psychosocial Factors Gender Role Psychosocial Factors Computer-Assisted Instruction Group Dynamics Learning Methods Interpersonal Relations Human Funding Source Male Female Adolescence Adult Exploratory Research Communication Convenience Sample Academic Medical Centers Adolescent: 13-18 years Adult: 19-44 years Male Female ab: Background: Gender and gender diversity are group features affecting social interaction and are critical for gender‐inclusive and equitable education. As such, the role of gender and gender diversity is of particular relevance to computer‐supported collaborative learning (CSCL). However, up until now, research on this topic in CSCL remains scarce. Those studies that explore gender frequently utilise a binary gender view, investigating collaboration patterns in terms of differences between men and women despite the pitfalls of this binary view, e.g. the risk of reproducing gender stereotypes. Objectives: Through gender diversity modelling based on group communication analysis, this study used a novel approach to investigate the role of gender in CSCL. It explored how gender diversity in CSCL is associated with emergent roles in small group interaction, providing evidence about how gender diversity interacts with the dynamics of group communication in a unique CSCL scenario. Methods: In this explorative study, we used group communication analysis (GCA) to identify emergent team roles in the communication of triads in a CSCL escape game, realised through a Minecraft computer game. We elaborated on the differences between the team roles with respect to gender‐diverse and non‐diverse groups of our sample (N = 123) to estimate the role of gender diversity in CSCL learning processes. Results: The clustering of the group communication resulted in four emergent team roles with distinct communicative patterns: learner, lurker, follower, and leader. Non‐diverse teams were more likely to be dominated by leaders, whereas gender‐diverse teams showed more egalitarian tendencies in their group communication. Further, in gender‐diverse teams, there were more learners, and interaction was more productive overall. Conclusions: Gender diversity is an important factor for understanding group dynamics in CSCL. A main advantage of gender diversity modelling – as explored here – is a more nuanced understanding of the role of gender in group communication, in contrast to reproducing existing gender difference paradigms. The approach demonstrated in this study enables CSCL researchers to extend traditional measures of gender towards gender diversity as steps towards more gender‐inclusive and bias‐free education. Further, it yields the practical design recommendation of ensuring group diversity to enhance the likelihood of productive group communication. Lay Description: What is already known about this topic?: The role of gender in computer‐supported collaborative learning (CSCL) has received little attention from the CSCL community yet. Exploring the impact of gender on how CSCL communication unfolds, research approaches usually do not address gender diversity and gender majority‐minority relations in CSCL.CSCL scholars acknowledge the importance of emergent team roles for understanding group dynamics in CSCL. However, understanding the relationship between team roles and gender diversity is scarce. The few studies addressing gender only look at gender differences in communication and either confirm or disprove gender stereotypes prevalent in society and education.CSCL studies rarely focus on the overall role of gender diversity in small‐group learning, an approach to avoid reproducing gender stereotypes by design since it focuses on differences of varying gender diversity compositions. What this papers adds?: Understanding of how gender diversity affects emergent team roles in group communication and, thus, the learning process in CSCL.Identifying emergent team roles using group communication analysis. The current study used an escape game to deploy CSCL, in which social interactions are expected to be authentic and natural. By comparing emergent team role constellations in gender‐diverse vs non‐diverse CSCL groups with and without making sure that everyone interacts with everyone in the teams in the learning process, we can explore the role of gender diversity in the group learning process.An innovative exploratory method to contribute to the methodological discourse in CSCL research concerning gender in group communication. We specifically demonstrated how gender diversity modelling in CSCL can help us understand how to create more gender‐inclusive education. Implications for practise and/or policy.: This study gives the following recommendations for CSCL researchers and practitioners:CSCL studies should emphasise the value of gender diversity rather than gender differences to avoid reproducing gender stereotypes in studies about CSCL team communication;A preference for gender‐diverse team constellations in CSCL to improve shared leadership in teams and more gender‐inclusive group learning.CSCL should be particularly productive when there is social interdependence between group members and gender diversity in the team, which should be controlled by learning design. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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