Social Interaction During Computer-based Activities: Comparisons by Number of Sessions, Gender, School-level, Gender Composition of the Group, and Computer-child Ratio

Social Interaction During Computer-based Activities: Comparisons by Number of Sessions, Gender,... This study assessed the quality of social interactions that occur in group-based computer learning contexts. Gender comparisons of interactions were examined across 3 sessions with 116 preschoolers (M age = 4.9 years) and 108 fifth and sixth-grade (M age = 11.7 years) Canadian children from southwestern Ontario, when children had access to one computer per child (parallel computer) or one computer per group (integrated computer), and when they worked with same-gender or mixed-gender peers. Preschoolers engaged in more collaborative behaviors in mixed-gender than same-gender groups, while elementary children engaged in collaborative behaviors more often in integrated than parallel computer conditions. In mixed-gender groups, boys were more likely than girls to dominate the computer in elementary school while girls were more likely than boys to dominate the computer in preschool. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Sex Roles Springer Journals

Social Interaction During Computer-based Activities: Comparisons by Number of Sessions, Gender, School-level, Gender Composition of the Group, and Computer-child Ratio

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Publisher
Springer Journals
Copyright
Copyright © 2009 by Springer Science+Business Media, LLC
Subject
Psychology; Gender Studies; Sociology, general; Medicine/Public Health, general
ISSN
0360-0025
eISSN
1573-2762
D.O.I.
10.1007/s11199-009-9687-4
Publisher site
See Article on Publisher Site

Abstract

This study assessed the quality of social interactions that occur in group-based computer learning contexts. Gender comparisons of interactions were examined across 3 sessions with 116 preschoolers (M age = 4.9 years) and 108 fifth and sixth-grade (M age = 11.7 years) Canadian children from southwestern Ontario, when children had access to one computer per child (parallel computer) or one computer per group (integrated computer), and when they worked with same-gender or mixed-gender peers. Preschoolers engaged in more collaborative behaviors in mixed-gender than same-gender groups, while elementary children engaged in collaborative behaviors more often in integrated than parallel computer conditions. In mixed-gender groups, boys were more likely than girls to dominate the computer in elementary school while girls were more likely than boys to dominate the computer in preschool.

Journal

Sex RolesSpringer Journals

Published: Aug 19, 2009

References

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