No significant gender difference in gaming the system appears in the non-game control condition or in the problem-solving step¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In the non-game condition, no significant difference between male and female students' gaming was observed in either the problem-solving (F(1,81)=0.17, p=0.68) or self-explanation steps (F(1,81)=0.07, p=0.79). → Baker 2025 q3 i? In the game condition, there was no significant gender difference in gaming on the problem-solving step (F(1,68)=0.096, p=0.76). → Baker 2025 (2)

Evidence¶

Baker 2025¶

Baker, R. S., Richey, J. E., Zhang, J., Karumbaiah, S., Andres-Bray, J. M., Nguyen, H. A., Andres, J. M. A. L., & McLaren, B. M. (2025). Gaming the system mediates the relationship between gender and learning outcomes in a digital learning game. Instructional Science, 53, 203–238. https://doi.org/10.1007/s11251-024-09679-3

q3 · i? · associational · r2

Study 1 ANOVA in the non-game tutor condition found no gender difference in gaming in either step, suggesting "students engaged similarly with the non-game tutor regardless of gender." Equivalence was not tested; only non-significance is reported.

"In the non-game condition, no significant difference between male and female students’ gaming the system behaviors was observed in either the problem-solving (F(1,81) = 0.17, p = 0.68) or self-explanation steps (F(1,81) = 0.07, p = 0.79)."

Baker 2025 (2)¶

Baker, R. S., Richey, J. E., Zhang, J., Karumbaiah, S., Andres-Bray, J. M., Nguyen, H. A., Andres, J. M. A. L., & McLaren, B. M. (2025). Gaming the system mediates the relationship between gender and learning outcomes in a digital learning game. Instructional Science, 53, 203–238. https://doi.org/10.1007/s11251-024-09679-3

q3 · i? · associational · r2

Study 1 ANOVA in the game condition found no significant gender difference in gaming rates on the problem-solving step; the gender difference was specific to the self-explanation step.

"There was no significant difference on the problem-solving step (F(1,68) = 0.096, p = 0.76)."

Discussion¶

Related Claims¶

• Male students game the system significantly more than female students in the self-explanation step of a digital learning game, across three studies — related
• Gaming the system is significantly negatively correlated with test performance in the digital learning game — related
• Automated gaming-the-system detectors built with XGBoost reliably recognize gaming in both problem-solving and self-explanation steps — related