TY - GEN
T1 - GeoExplorer and Gender Identity
T2 - 53rd IEEE ASEE Frontiers in Education International Conference, FIE 2023
AU - Mutha, Simrun
AU - Deeter, Alexa
AU - Sundstrom, Jen
AU - Zastavker, Yevgeniya V.
AU - Harteveld, Casper
AU - Bennett, Victoria
AU - Abdoun, Tarek
N1 - Publisher Copyright:
© 2023 IEEE.
PY - 2023
Y1 - 2023
N2 - This Work-in-Progress research paper focuses on the game-based learning environment of GeoExplorer, a digital learning tool that simulates Cone Penetration Testing (CPT) - a field test that civil engineers conduct to understand soil properties. This paper aims to investigate the gendered patterns of student interaction with GeoExplorer, if any, and the associated gendered patterns of content comprehension and self-efficacy related to one's ability to pursue CPT in the field, if any. As such, we ask: (1) How, if at all, does gender affect a student's belief in their ability to apply skills gained through engagement with GeoExplorer in real world environments? and (2) How, if at all, do prior gaming experience and gender impact the GeoExplorer play experience? Four open-ended semi-structured interviews regarding students' experience with gameplay, gender identity, and learning were analyzed. Preliminary analyses used narrative and grounded theory approaches. Our early findings indicate a lack of student insight on the role of their gender identity on their gameplay experience and the presence of a gendered impact of gameplay on student learning and self-efficacy in carrying out CPT in the field.
AB - This Work-in-Progress research paper focuses on the game-based learning environment of GeoExplorer, a digital learning tool that simulates Cone Penetration Testing (CPT) - a field test that civil engineers conduct to understand soil properties. This paper aims to investigate the gendered patterns of student interaction with GeoExplorer, if any, and the associated gendered patterns of content comprehension and self-efficacy related to one's ability to pursue CPT in the field, if any. As such, we ask: (1) How, if at all, does gender affect a student's belief in their ability to apply skills gained through engagement with GeoExplorer in real world environments? and (2) How, if at all, do prior gaming experience and gender impact the GeoExplorer play experience? Four open-ended semi-structured interviews regarding students' experience with gameplay, gender identity, and learning were analyzed. Preliminary analyses used narrative and grounded theory approaches. Our early findings indicate a lack of student insight on the role of their gender identity on their gameplay experience and the presence of a gendered impact of gameplay on student learning and self-efficacy in carrying out CPT in the field.
KW - civil engineering
KW - game-based learning
KW - gender
KW - self-efficacy
UR - http://www.scopus.com/inward/record.url?scp=85183003121&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85183003121&partnerID=8YFLogxK
U2 - 10.1109/FIE58773.2023.10342928
DO - 10.1109/FIE58773.2023.10342928
M3 - Conference contribution
AN - SCOPUS:85183003121
T3 - Proceedings - Frontiers in Education Conference, FIE
BT - 2023 IEEE Frontiers in Education Conference, FIE 2023 - Proceedings
PB - Institute of Electrical and Electronics Engineers Inc.
Y2 - 18 October 2023 through 21 October 2023
ER -