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dc.contributor.authorGeorge, Smitha Basil
dc.date.accessioned2018-07-30T17:43:03Z
dc.date.available2018-07-30T17:43:03Z
dc.date.issued2018-07-29
dc.identifier.urihttp://hdl.handle.net/1853/60096
dc.description.abstractAs part of Summer 2018 Education Technology project, I am investigating the area of game-based learning in general, and the analysis of game-based learning outcomes, in particular. In order to thoroughly understand the field of game-based learning, detailed research is performed in the dominant education theories and their adaptations in game-based learning, advantages of game-based learning over traditional learning methodologies, and the differentiation in learning outcomes depending on who the player is competing against, the player’s gender and the player’s choices. As a result of the studies done in the game-based learning area, the question that is identified and addressed through my research project is: Is gender-based differentiation of games and game elements beneficial with respect to learner performance and learning outcomes? Are some activities irrelevant, or unachievable for any gender?en_US
dc.language.isoen_USen_US
dc.publisherGeorgia Institute of Technologyen_US
dc.subjectGame-based learningen_US
dc.subjectGenderen_US
dc.titleEducational Technology – Summer 2018: Influence of Gender Appeals in Game-Based Learning Toolsen_US
dc.typeTechnical Reporten_US
dc.contributor.corporatenameGeorgia Institute of Technology. College of Computingen_US
dc.contributor.corporatenameGeorgia Institute of Technology. School of Computer Science


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