This article presents the results from a survey of students in Year 9 in secondary schools in England (ie, aged about 14 years) which investigated access to computers at home, frequency and duration of use, the applications used and students' reasons for using a computer at home. Responses showed that the majority of students had access to a computer, although few had one for their sole use. The most widely used applications were games/adventures and word processors. There were significant gender differences in access to computers at home, frequency of using computers and the applications that students spent most time using.
Data provided are for informational purposes only. Although carefully collected, accuracy cannot be guaranteed. The impact factor represents a rough estimation of the journal's impact factor and does not reflect the actual current impact factor. Publisher conditions are provided by RoMEO. Differing provisions from the publisher's actual policy or licence agreement may be applicable.
"Unlike previous research (Selwyn 1998; Harris 1999; Moghaddam 2010), no gender difference was observed in access and use. This is not surprising, but this study does not claim to draw any defi nitive conclusions based on a study of Hong Kong teenagers, as the gender gap in computing among young people is a complex issue (Gannon 2008), and requires a great deal of further research. "
[Show abstract][Hide abstract]ABSTRACT: This study explores digital equity by examining gender and socioeconomic differences in students’ use of computers at home. It presents research findings of a territory-wide survey of 825 eighth-graders from 36 secondary schools in Hong Kong. Results of MANOVAs and ANOVAs indicate significant socioeconomic and gender effects on the home computing of students, including (1) socioeconomic difference in access and hours of computer use, learning-related use and parental mediation in guidance and (2) gender difference in learning-related use, and parental mediation in guidance and worry. No interaction effect was observed. The research provides empirical evidence that will stimulate discussion on issues regarding digital equity and students’ home computing.
Full-text · Article · Jan 2016 · The Asia-Pacific Education Researcher
"Games, especially those comprising combats, were subject to male domination . Previous literature showed that boys tended to play computer games more frequently, intensively and skillfully than girls363738. Unsurprisingly, boys developed greater familiarity with computer games and greater computer belief and capability than girls , . "
[Show abstract][Hide abstract]ABSTRACT: So far, many studies on educational games have been carried out in America and Europe. Very few related empirical studies, however, have been conducted in China. This study, combining both quantitative with qualitative research methods, possibly compensated for this regret. The study compared data collected from two randomly selected classes (out of 13 classes) under computer game-based instruction (CGBI) and non-computer game-based instruction (NCGBI), respectively, in a senior high school located in Nanjing, Capital of Jiangsu Province, in China. The participants were 103 students, composed of 52 boys and 51 girls (aged 17-18 years old). The following conclusion was reached: (1) participants under CGBI obtained significantly greater learning achievement than those under NCGBI; (2) participants were significantly more motivated by CGBI compared with NCGBI; (3) there were no significant differences in learning achievement between boys and girls; although (4) boys were significantly more motivated by CGBI than girls. Both disadvantages and advantages were discussed, together with directions for future research.
"What are the effects of gender and SES on home ICT access, use and usage as well as parenting practices? In contrast to previous research on gender difference (Selwyn, 1998; Harris, 1999; Moghaddam, 2010), it is perhaps not surprising that no gender difference was observed in access and use. This study does not claim to be able to make a conclusion since gender gap in computing is a complex problem which requires a great deal of further research. "