Abstract

Addresses the question of how far superficial aspects of software can affect the performance of girls and boys on computer-based problem-solving tasks. Finds, in two tests, a significant gender by software interaction, with girls' performances being highly influenced by the software version. Suggests that children's response to computers are context sensitive. (DSK)

Citation

Littleton, K., Light, P., Joiner, R., Messer, D. & Barnes, P. (1998). Gender, Task Scenarios and Children's Computer-Based Problem Solving. Educational Psychology, 18(3), 327. Retrieved August 10, 2024 from https://www.learntechlib.org/p/89579/.

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Keywords

• academic achievement
• Computer Software Evaluation
• Computer Uses in Education
• Foreign Countries
• Gender Issues
• High School Students
• High Schools
• problem solving
• Sex Differences