An IERI – International Educational Research Institute Journal
Table 3 Gaming-related differences in behavior and success in simulation-based science items, by gender
From: Young videogamers and their approach to science inquiry
Dependent variable: | ||||||
|---|---|---|---|---|---|---|
Number of simulation trials (percentile) | Time to first action (percentile) | Percent correct (%) | ||||
Model 3 | Model 3 | Model 3 | ||||
Independent variables: | coef. | S.E. | coef. | S.E. | coef. | S.E. |
Daily gamer*Girl | 0.923*** | (0.244) | -2.135*** | (0.231) | -1.185*** | (0.380) |
Daily gamer*Boy | 1.026*** | (0.171) | -0.461* | (0.180) | 1.096*** | (0.288) |
Years since first use of computers | 0.164*** | (0.022) | -0.098*** | (0.023) | 0.511*** | (0.036) |
Percent correct on science content-knowledge items (%) | 0.049*** | (0.003) | 0.032*** | (0.003) | 0.352*** | (0.004) |
Reading fluency score (percentile) | 0.055*** | (0.002) | -0.033*** | (0.002) | 0.106*** | (0.004) |
Boy | 2.387*** | (0.154) | -4.440*** | (0.162) | -0.449 | (0.254) |
Index of economic, social and cultural status (ESCS) | 1.084*** | (0.071) | -0.497*** | (0.073) | 3.468*** | (0.116) |
Total time spent on interactive tasks (percentile) | 0.604*** | (0.003) | 0.505*** | (0.004) | 0.372*** | (0.005) |
Number of observations | 96,410 | 96,410 | 96,410 | |||