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Instructional Design: Sex Driven?

Instructional Design: Sex Driven?

Maja Pivec, Mary Panko
Copyright: © 2008 |Pages: 13
ISBN13: 9781599047744|ISBN10: 1599047748|ISBN13 Softcover: 9781616927387|EISBN13: 9781599047768
DOI: 10.4018/978-1-59904-774-4.ch024
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MLA

Pivec, Maja, and Mary Panko. "Instructional Design: Sex Driven?." Social Information Technology: Connecting Society and Cultural Issues, edited by Terry T. Kidd and Irene Chen, IGI Global, 2008, pp. 380-392. https://doi.org/10.4018/978-1-59904-774-4.ch024

APA

Pivec, M. & Panko, M. (2008). Instructional Design: Sex Driven?. In T. Kidd & I. Chen (Eds.), Social Information Technology: Connecting Society and Cultural Issues (pp. 380-392). IGI Global. https://doi.org/10.4018/978-1-59904-774-4.ch024

Chicago

Pivec, Maja, and Mary Panko. "Instructional Design: Sex Driven?." In Social Information Technology: Connecting Society and Cultural Issues, edited by Terry T. Kidd and Irene Chen, 380-392. Hershey, PA: IGI Global, 2008. https://doi.org/10.4018/978-1-59904-774-4.ch024

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Abstract

In this chapter, we have analysed three main aspects of instructional design (online learning communities, learning styles, and digital games) on the basis of gender preferences. We have noted the visible differences between males and females when interacting with technology, and reviewed the available literature in these areas. The included survey, conducted on males and females with an average age of 21 years, highlights the preferences between genders when related to the use and playing of computer games. The resulting conclusions have been summarized to form part of the suggested guidelines for gender neutral and gender specific instructional design. It is hoped that with these guidelines, appropriate instructional design can open the area of learning equally to both sexes and foster equal participation of males and females in traditionally male-dominated topics.

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