The Gender Effect on the Evaluations of Multimedia Textbooks [electronic resource] / Piret Luik.
Fifty-four students (21 boys and 33 girls from four schools in Estonia) participated in the experiment. Their age was between 15 and 16. The hypothesis of the study was that boys and girls prefer different characteristics of multimedia textbooks. Six multimedia textbooks were chosen for the study: a...
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| Format: | Electronic eBook |
| Language: | English |
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Distributed by ERIC Clearinghouse,
2005.
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| 245 | 1 | 4 | |a The Gender Effect on the Evaluations of Multimedia Textbooks |h [electronic resource] / |c Piret Luik. |
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| 520 | |a Fifty-four students (21 boys and 33 girls from four schools in Estonia) participated in the experiment. Their age was between 15 and 16. The hypothesis of the study was that boys and girls prefer different characteristics of multimedia textbooks. Six multimedia textbooks were chosen for the study: about mathematics, chemistry, geography, Estonian language and 2 textbooks about history. Six units of each textbook (except mathematic, in which we took 5 units) were used in the experiment. The study took place over a period of 8 months. All these 35 units of the multimedia textbooks were presented to the subjects. Students worked with computers independently with every unit. After learning each unit, the students were asked to evaluate on 10-point scale plainness of manipulating and fitness of assessment. At the same time, the units of multimedia textbooks were analysed from many aspects. Forty-six characteristics were about the multimedia textbook manipulation and twenty-five characteristics specified questions and responses in the unit. The values of the characteristics of each unit were found by using strictly fixed rules. The coefficients of Spearman rank correlation between the evaluations of boys and girls and the units' characteristics were calculated to find out characteristics of multimedia textbooks, which make manipulating simpler for boys and girls and assessment more suitable for both sexes. It was found out that the girls preferred more guidelines for manipulation of the program and simpler program interface. The most important differences were found in the boys' and girls' evaluations about the feedback. The hypothesis was conclusive in the experiment. The lists of preferred characteristics were different for girls and boys. To design educational software which motivates girls, the complicacy of navigation and guidelines for orientation must be carefully controlled. When designing the assessment, preferences of feedback both boys and girls should be taken into consideration. Statistically significant Spearman correlation coefficients are displayed in two tables. | ||
| 524 | |a Online Submission. |2 ericd. | ||
| 650 | 0 | 7 | |a Program Effectiveness. |2 ericd. |
| 650 | 0 | 7 | |a Foreign Countries. |2 ericd. |
| 650 | 0 | 7 | |a Textbooks. |2 ericd. |
| 650 | 0 | 7 | |a Gender Differences. |2 ericd. |
| 650 | 0 | 7 | |a Computer Software. |2 ericd. |
| 650 | 0 | 7 | |a Secondary School Students. |2 ericd. |
| 650 | 0 | 7 | |a Student Attitudes. |2 ericd. |
| 650 | 0 | 7 | |a Computer Uses in Education. |2 ericd. |
| 650 | 0 | 7 | |a Educational Technology. |2 ericd. |
| 650 | 0 | 7 | |a Student Evaluation. |2 ericd. |
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