Gender differences in post-test motivation and willingness to continue programming appear only in the plugged-in condition¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person
Design limits · Sigayret 2022: groups were assigned but students were analysed as independent (read from the study by two models, 2026-10-30)

Subclaims¶

q3 i3 Girls showed lower post-test motivation and willingness to pursue programming than boys, but only in the plugged-in condition (motivation d = 1.02; item 20 d = 0.88). → Sigayret 2022

Evidence¶

Sigayret 2022¶

Sigayret, K., Tricot, A., & Blanc, N. (2022). Unplugged or plugged-in programming learning: A comparative experimental study. Computers and Education, 184, 104505. https://doi.org/10.1016/j.compedu.2022.104505

q3 · i3 · causal · r2

Gender-by-condition analysis of motivation items found strong effects favouring boys "in the plugged-in condition" (d = 1.02; item 20 d = 0.88); these effects were not observable in the unplugged condition.

"On the other hand, in the plugged-in condition, these effects are strong both for motivation post-test without items 19 & 20 (F(1, 74) = 19.92; p < .001; d = 1.02) and for item 20 (F(1, 77) = 15.42; p < .001; d = 0.88)."

Discussion¶

Related Claims¶

• Findings on gender differences in engagement with adaptive learning platforms are mixed, with some studies showing higher engagement among girls and others among boys — related
• Motivation drops significantly in the unplugged group but not in the plugged-in group — related