Collaboration and Gender Equity in Game-Based Learning for Middle School Computer Science

Abstract

Game-based learning environments can deliver robust learning gains and have a significant capacity to engage students. Yet, they can unintentionally disadvantage students with less prior game experience. This article presents evidence that a collaborative gameplay approach can effectively address this problem at the middle school level. In an iterative, designed-based research study, the authors first used an experimental pilot study to investigate the nature of collaboration in the Engage game-based learning environment and then deployed Engage in a full classroom study to measure its effectiveness at supporting all students during computer science learning. In early phases of the intervention, male students outpaced female peers in learning gains. However, female students caught up during a multiweek classroom implementation. These findings provide evidence that gender differences could dissipate over time within collaborative game-based learning experiences in computer science.