An exploration of gendered differences in cognitive, motivational and emotional aspects of game‐based math learning.
Background: Digital game‐based learning (DGBL) has the potential to provide a gender inclusive learning environment for children. Objective: The present study aimed to explore gendered differences among primary school learners in grades three, four, and five within the context of game‐based fraction...
| Published in: | Journal of Computer Assisted Learning Vol. 40; no. 6; pp. 2633 - 2650 |
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| Main Authors: | , , , , |
| Format: | pictorial research tables/charts Journal Article |
| Published: |
Wiley-Blackwell
Dec2024
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| Online Access: | View this record in EBSCOhost |