The Role of Gender in Learners' Digital Interaction Preferences

Y

7

Gender Differences; Interaction; Preferences; Undergraduate Students; Electronic Learning; Educational Environment; Student Attitudes; Technology Uses in Education; Foreign Countries; Learning Analytics

A major criticism brought to digital learning environments was that the individual learning activities cannot be monitored consistently. However, recent advancements of educational data mining and learning analytics allow a precise tracking of learner activities. Previous studies focused on learners' navigation profiles, academic achievements, or motivation, while missing a closer look a gender differences. This study focusses on the interaction preferences of N = 161 Bachelor students in a digital learning environment based on their gender. Within the scope of this research, interactions of the learners are defined as: (1) learner-content; (2) learner-discussion (learner-learner); (3) learner-tutorial; (4) learner-video; and (5) learner-assessment. interaction preferences of the students were examined based on log data and evaluation data collected through digital instruments administered through a learning analytics system. For this purpose, adjusted residuals analysis has been conducted. Findings show that the interaction preferences of students differ throughout the study periods according to their gender. The findings obtained in this research can provide some initial suggestions for instructional designers of digital learning environments. Future research will include students' psycho-educational structures, such as learning strategies, motivational dispositions, and prior knowledge.

As Provided

2023

ED626752