The Effects of Gender Role Stereotypes in Digital Learning Games on Motivation for STEM Achievement

摘要

Science, technology, engineering, and mathematics (STEM) education has become an essential part of school curricula and is crucial to filling future jobs, so research examining ways to increase STEM motivations is essential. While an abundance of research has examined STEM in relation to traditional media, research examining the impact of digital learning games has only recently become more common. The present study attempts to add to this growing research area by exploring how different scientist depictions within an evolution learning game might affect STEM motivations. The unique methodology of this study allowed for the inclusion of a diverse range of ages not often present in similar research. A significant interaction for the 9-10-year-old age group and subsequent pairwise comparisons found that motivation was higher when students played with a high-masculine male and low-feminine female scientist mentor. Effects specifically related to gender of the scientists dissipated as the age of participants increased. These results show the impact that scientist depictions can have on different age groups, as well as the importance of further exploring the impact of digital learning games on STEM motivations.