Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Socioemotional Experience and Gender Development01:30

Socioemotional Experience and Gender Development

59
Social-emotional experiences and cultural influences play significant roles in shaping gender development. During middle childhood, from ages 6 to 11, peer groups become dominant in reinforcing gender norms. Children in this age group often align with same-gender peer groups, which actively encourage behaviors that conform to traditional gender roles. For instance, boys may be discouraged from engaging in activities perceived as feminine, reinforcing culturally dictated norms about masculinity...
59

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Real-world outcomes of Axicabtagene Ciloleucel CAR-T therapy in large B-cell lymphoma: a single-center observational study.

Cytotherapy·2026
Same author

Parenting Practices and Emotional Regulation in Children with Autism Spectrum Disorder: A Mediated Moderation Model of Sibling Prosocial Behavior and Gender.

European journal of investigation in health, psychology and education·2026
Same author

Teachers' perspectives on effective English language teaching practices at the elementary level: A phenomenological study.

Heliyon·2024
Same author

Role of personality traits for entrepreneurial intentions of young entrepreneurs: A case study of higher education institution.

Frontiers in psychology·2022
Same author

A structural equation model of second language writing strategies and their influence on anxiety, proficiency, and perceived benefits with online writing.

Education and information technologies·2022
Same author

Video conferencing in the e-learning context: explaining learning outcome with the technology acceptance model.

Education and information technologies·2022

Related Experiment Video

Updated: Aug 9, 2025

Combining Computer Game-Based Behavioural Experiments With High-Density EEG and Infrared Gaze Tracking
13:40

Combining Computer Game-Based Behavioural Experiments With High-Density EEG and Infrared Gaze Tracking

Published on: December 16, 2010

16.8K

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

Norah Almusharraf1, Maha Aljasser1, Hala Dalbani1

  • 1Linguistics and Translation Department (LTD), College of Humanities and Sciences (CHS) at Prince Sultan University (PSU), Saudi Arabia.

Heliyon
|February 16, 2023
PubMed
Summary

Gender does not significantly impact student motivation or engagement in game-based English as a Foreign Language (EFL) classrooms. This study found no difference between male and female learners using digital tools like Kahoot! in literature courses.

Keywords:
EFL learningEngagementGame-based learningGender differencesKahoot!MotivationSocial constructivism

More Related Videos

Online Explorative Study on the Learning Uses of Virtual Reality Among Early Adopters
07:29

Online Explorative Study on the Learning Uses of Virtual Reality Among Early Adopters

Published on: November 22, 2019

8.3K
Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

3.6K

Related Experiment Videos

Last Updated: Aug 9, 2025

Combining Computer Game-Based Behavioural Experiments With High-Density EEG and Infrared Gaze Tracking
13:40

Combining Computer Game-Based Behavioural Experiments With High-Density EEG and Infrared Gaze Tracking

Published on: December 16, 2010

16.8K
Online Explorative Study on the Learning Uses of Virtual Reality Among Early Adopters
07:29

Online Explorative Study on the Learning Uses of Virtual Reality Among Early Adopters

Published on: November 22, 2019

8.3K
Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

3.6K

Area of Science:

  • Educational Technology
  • Applied Linguistics
  • Gender Studies

Background:

  • Digital tools are increasingly used to enhance student engagement in education.
  • Research suggests digital tools may influence gender-related learning gaps, but ambiguity remains regarding EFL classrooms.
  • Understanding gender differences in digital learning is crucial for equitable educational practices.

Purpose of the Study:

  • To investigate gender differences in student motivation and engagement when using Kahoot! in English as a Foreign Language (EFL) literature courses.
  • To determine if gender impacts learners' perceptions and experiences in game-based digital learning environments.
  • To address the ambiguity surrounding male and female student needs in digitized EFL settings.

Main Methods:

  • A quantitative study involving 276 undergraduate students in two EFL English literature classes.
  • Survey administered to 154 female and 79 male students to assess engagement and motivation.
  • Statistical analysis, including a t-test, was used to compare male and female participant responses.

Main Results:

  • No significant difference was found in motivation levels between male and female students using Kahoot!.
  • No significant difference was observed in engagement levels between genders in the game-based EFL classroom.
  • The instructor noted no discernible difference in how male and female students perceived the game-based curriculum.

Conclusions:

  • Gender does not appear to be a determining factor in student motivation and engagement within this specific game-based EFL learning context.
  • Further research is needed to explore other factors, such as age, influencing learner experiences in digital educational settings.
  • Policymakers and educators should continue to investigate the complex role of gender in digital learning to ensure inclusive practices.