The association between owning a videogame console and the gender gap in STEM: an instrumental variable approach

Bustamante-Barreto, Andry; Corredor, Javier; Hernandez-Posada, Juan David

doi:10.1007/s40692-022-00247-7

Cited by 3 publications

(2 citation statements)

References 51 publications

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“…Teachers' equipment was also found to have positive or negative effects on the behavior of teachers who teach STEM subjects and influenced the availability and accessibility of resources and tools for teaching STEM subjects to girls. Several studies have suggested that teachers' equipment can be improved by promoting the iTEST program [120], encouraging summer camps and social media to influence girls' interest in pursuing careers in IT [113], improving the interactive and discursive elements within a blended learning environment [24], and using video game consoles to reduce the gender gap in STEM areas [155]. Therefore, the lack of teachers' equipment may also adversely affect the behavior and efficacy of teachers who teach STEM subjects based on the availability and quality of the equipment and its usage.…”

Section: Teachers' Equipmentmentioning

confidence: 99%

A systematic review of the factors affecting girls' participation in science, technology, engineering, and mathematics subjects

Msambwa,

Daniel,

Lianyu

et al. 2023

Comp Applic In Engineering

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There have been global efforts to achieve the sustainable development goals (SDGs) on quality education, gender equality, industry, innovation, and infrastructure development; however, in science, technology, engineering, and mathematics (STEM), men still dominate these fields at the highest levels, as boys dominate STEM subjects in schools. Thus, there is a need to improve female participation in these fields at all levels. Therefore, this systematic review examined the empirical evidence on the factors affecting girls' participation in STEM subjects. We conducted a comprehensive literature search using electronic databases such as Web of Science, Scopus, EBSCO‐host, and Google Scholar. An analysis of 165 scholarly publications was done using a systematic methodology. The study found that only 10% of the studies indicated that girls' poor participation in STEM could be attributed to personal factors and 61% to environmental factors. Additionally, behavioral factors accounted for 29% of the sampled studies, which found that negative attitudes, lack of career plans, lack of collaboration, interest, poor self‐concept, self‐efficacy, and low motivation were identified as factors that affect girls' participation in STEM subjects. The findings highlight a comprehensive overview of the current knowledge of girls in STEM, providing policymakers, educators, and practitioners with valuable insights into creating an enabling environment that supports more girls in STEM subjects. Furthermore, it contributes to the global efforts to achieve the SDGs 4, 5, and 9.

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Section: Teachers' Equipmentmentioning

confidence: 99%

A systematic review of the factors affecting girls' participation in science, technology, engineering, and mathematics subjects

Msambwa,

Daniel,

Lianyu

et al. 2023

Comp Applic In Engineering

View full text Add to dashboard Cite

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“…As stated by Mariscal et al ( 2019 ), "there is still a stark and pervasive gender inequality in terms of access, ownership of digital devices, digital fluency as well as the capacity to make meaningful use of the access to technology". The gender of people can be a relevant factor in learning (Yu, 2021 ), and therefore, in the development of digital competence (Bustamante-Barreto et al, 2022 ; Wongwatkit et al, 2020 ). Furthermore, Ortega and Gómez ( 2019 ) affirm that more and more authors through their studies tend to consider the digital gender gap as a problem of great importance, together with the difficulties in accessing and using ICT and the development of basic digital skills.…”

Section: Introductionmentioning

confidence: 99%

Which is the Digital Competence of Each Member of Educational Community to Use the Computer? Which Predictors Have a Greater Influence?

et al. 2023

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Since the COVID-19 pandemic, the use of digital resources and virtual platforms is even more essential to continue the educational process, either in person or online, affecting all the members involved in the teaching–learning process of the students. Therefore, this study is aimed: (1) to know and compare the digital competence of the agents that are the main integrators of the educational community (parents, teachers, students) about the use of the computers, according to gender and educational stage (Pre-school, Primary and Secondary Education stages); and (2) to identify significant predictors that affect the acquisition of this competence. An ex-post-facto design was used with a sample of 786 participants from Andalusia (Spain). Research methods such as contrasts of means and multiple linear regression analysis were used. The results showed high average levels of basic digital competences for all the agents involved. A gender gap was found between mothers and fathers of students, with higher scores for the latter group. In addition, the use of videogames, the parents' academic background and the use of digital tablets or Google+ are the most significant predictors that affect the acquisition of this competence.

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A Systematic Review Using Feminist Perspectives on the Factors Affecting Girls’ Participation in STEM Subjects

Msambwa,

Daniel,

Lianyu

et al. 2024

Sci & Educ

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The association between owning a videogame console and the gender gap in STEM: an instrumental variable approach

Cited by 3 publications

References 51 publications

A systematic review of the factors affecting girls' participation in science, technology, engineering, and mathematics subjects

A systematic review of the factors affecting girls' participation in science, technology, engineering, and mathematics subjects

Which is the Digital Competence of Each Member of Educational Community to Use the Computer? Which Predictors Have a Greater Influence?

A Systematic Review Using Feminist Perspectives on the Factors Affecting Girls’ Participation in STEM Subjects

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