Persistence behaviors in the face of challenge differed significantly by age and gender¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · no dated study recorded · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Significantly different persistence behaviors in the face of the challenge were observed across age groups and gender. → persistence-1

Evidence¶

Zapata-Cáceres 2021¶

M. Zapata-Cáceres and E. Martín-Barroso, "Applying Game Learning Analytics to a Voluntary Video Game: Intrinsic Motivation, Persistence, and Rewards in Learning to Program at an Early Age," in IEEE Access, vol. 9, pp. 123588-123602, 2021, doi: 10.1109/ACCESS.2021.3110475. https://doi.org/10.1109/access.2021.3110475

q2 · i? · associational · r?

Game learning analytics over 15 months showed that "significantly different behaviors were observed in the face of the challenge" with respect to persistence. The article names boys in more complex challenges and girls from age 5 onwards as groups needing adapted reinforcement and rewards; no effect sizes are printed.

"In terms of persistence, significantly different behaviors were observed in the face of the challenge, which can help us to adjust the different learning methodologies to each age group and gender, adapting the way we provide reinforcement and rewards, especially for boys in the more complex challenges and for girls from the age of 5 years onwards."

Discussion¶

Related Claims¶

• Basic computational concepts in a voluntary video game were achievable by children aged 3–6, with full mastery possible by age 4 regardless of gender — related
• Game learning analytics showed significant age and gender differences in interests, skills, achievement, and progression through attempts — related
• Gender, age and English proficiency show nuanced group differences in chatbot attitudes and concerns — related
• Race, ethnicity, and class affect teacher perceptions and teacher behavior, including persistence with struggling students — related
• Observed task persistence during challenging tasks predicts teacher-rated academic competence and learning-related behaviors in Head Start graduates — related
• Learner characteristics, class assignment, and WIC benefits significantly predicted persistence in adult literacy classes (Greenberg et al.) — related