Is Educating and Assessing Through Computer Simulations and Gamification Gender Biased?

Ferran, C. (2013). Is Educating and Assessing Through Computer Simulations and Gamification Gender Biased? In proceedings of the Academy of Business Research Conference in San Antonio, TX

ABSTRACT

Simulations and gamifications provide a richer and far more engaging environment for education. A plethora of games and simulations are being developed to support all type of courses in biology, chemistry, business, politics, geography, history, military operations, logistics, psychology, and even nursing and medicine. They also facilitate a more comprehensive and detailed assessment option. Higher education is leveraging them to improve and reduce the costs of assessment. On the other hand, prior research has shown that there is a gender difference in the use and engagement of video and computer games thus many educators are concerned with how this extended use of simulations and gamifications might increase a knowledge gender gap. This research studies the gender differences in the results of a business simulation and board query that is used in the capstone course of a graduate and an undergraduate business program.