Instructional Design: Sex Driven?

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Author(s): Maja Pivec (FH JOANNEUM, University of Applied Sciences, Austria)and Mary Panko (Unitec Institute of Technology, New Zealand)
Copyright: 2008
Pages: 13
Source title: Social Information Technology: Connecting Society and Cultural Issues
Source Author(s)/Editor(s): Terry T. Kidd (Texas A&M University, USA)and Irene Chen (University of Houston – Downtown, USA)
DOI: 10.4018/978-1-59904-774-4.ch024

Keywords: Information Science Reference / Media & Communications / Social Computing / Social Networking

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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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Instructional Design: Sex Driven?

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