Gender differences in utilizing a game-based approach within the EFL online classrooms

Abstract

Implementation of digital tools has become a popular practice by teachers to increase student involvement within the classroom. Various technologies are being utilized by educators to help students engage with lessons and enjoy the overall learning experience. Additionally, findings from recent research have indicated that the adoption of digital tools has influenced the learning gaps between genders, specifically in relation to student preferences and gender differences. Despite significant educational development toward gender equality, there is still ambiguity regarding the learning needs and preferences of male and female students within the EFL classroom. The current study examined gender differences in engagement and motivation while using Kahoot! in EFL English literature courses. The study recruited 276 undergraduate female and male students from two English language classes (i.e., both classes were taught by the same male instructor) and surveyed 154 female and 79 male students from those classrooms. The significance of the study lies in determining whether gender impacts the way learners perceive and experience game-based curricula. In this sense, the research found that gender does not, in fact, impact the learner’s level of motivation and engagement within game-based classrooms. A t-test revealed that no significant difference between male and female participants had been observed by the instructor. Future studies could fruitfully examine gender differences and preferences in digitized educational settings. Further work is certainly required for policymakers, institutions, and practitioners to disentangle the complexities regarding the role of gender in shaping the experiences of learners in the digital era. In future research, more research is needed to apply and test external factors like age that might impact learners' perception and performance in a game-based curriculum.