You are here:

Gender-based “digital divide”: The latest update from meta-analytical research
PROCEEDING

, Centre for the Study of Learning and Performance (CSLP), Concordia University, Montreal, Canada, Canada ; , College of Education, Zayed University, UAE, United Arab Emirates ; , Centre for the Study of Learning and Performance (CSLP), Concordia University, Montreal, Canada, Canada ; , Knowledge One, eConcordia, Montreal, Canada, Canada ; , Academy of Psychology and Education, Southern Federal University (SFU), Rostov-on-Don, Russia, Russian Federation

EdMedia + Innovate Learning, in Amsterdam, Netherlands ISBN 978-1-939797-42-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

A meta-analytical study of empirical research on gender-based differences in Information and Communication Technology (ICT) perception and use for educational purposes is based on data from 363 primary studies and encompasses four major outcome categories: (1) ICT general attitudes and satisfaction; (2) ICT confidence; (3) ICT interest and motivation; and (4) actual use of ICT tools and applications. The respective weighted average effect sizes (random effects model) were: (1) g+=0.066 (k=153, N=77,977); (2) g+=0.228 (k=163, N=65,501); (3) g+=0.079 (k=121, N=65,501); and (4) g+=0.048 (k=117, N=74,743), all in favour of male students, though the usage effect was not statistically significant. The follow-up moderator variable analyses explored systematic variations in effect sizes and described patterns of results within and across outcome categories.

Citation

Borokhovski, E., Tamim, R.M., Pickup, D., Rabah, J. & Obukhova, Y. (2019). Gender-based “digital divide”: The latest update from meta-analytical research. In J. Theo Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 1537-1543). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE). Retrieved July 18, 2019 from .

Slides