Injila Rasul

Learning environments are evolving to be increasingly active and game based. In this time of a pedagogical shift towards activity-based learning, it is crucial to understand how students perform in different kinds of game conditions, and how student gender intersects with their gameplay to impact their learning. This study focuses on an afterschool program aimed to engage students in active mathematics learning through games with different conditions. This paper explores the relationship between Student Gender, their Learning Gain and the Game Condition (Digital gameplay vs. two types of Physical gameplay) that they were assigned to. We find that Learning Gain is linked to the type of game and not linked to Gender.