Girls and Games: Examining the Performance and Self-Regulation of Girls in a Science Gaming Environment

Given the growing number of game-based learning environments (GBLEs), it is important to examine their efficacy to produce learning across genders. This study focused on girls’ performance and self-regulation within CRYSTAL ISLAND – UNCHARTED DISCOVERY, a science-based GBLE for 5 grade students. Results revealed that girls made significant learning gains for content knowledge and also performed as well as boys on a measure of game efficiency despite having less experience with digital games. Regression findings indicated the significant impact of metacognitive monitoring accuracy calibration was the strongest predictor amongst other strategy and motivation variables. In addition, higher levels of situational interest predicted in-game efficiency while seductive off-task behavior and luck attributions predicted lower levels of efficiency for girls. The findings suggest positive outcomes for girls within CRYSTAL ISLAND – UNCHARTED DISCOVERY and also suggest a number of important implications for future research of self-regulated learning within GBLEs.