The Influence of Single-gender Peer Scaffolding in Problem-based Gaming on Performance in Double-loop Learning and Sub-dimensions of Science Process Skills

Abstract

AbstractThis study investigated gender differences in problem-based gaming with peer scaffolding on engagement in double-loop learning (DLL) and performance in the sub-dimensions of science process skills, namely, observing, classifying, inferring, predicting, controlling variables, making hypothesis and experimenting. A complex video game was chosen and a quasi- experimental study involving 60 fifth grade students in two groups of single-gender peer scaffolding and individual was employed. Overall the peer scaffolding group engaged in significantly more DLL cycles than the individual group. Further analysis found that boys in both the individual and single-gender groups engaged in significantly more DLL cycles than girls. Also, single-gender peer scaffolding significantly increased engagement in DLL for girls and performance in the sub-dimension of experimenting for boys