Abo Bibliothek: Guest
Digitales Portal Digitale Bibliothek eBooks Zeitschriften Referenzen und Berichte Forschungssammlungen
Journal of Women and Minorities in Science and Engineering
SJR: 0.468 SNIP: 0.671 CiteScore™: 1.65

ISSN Druckformat: 1072-8325
ISSN Online: 1940-431X

Journal of Women and Minorities in Science and Engineering

DOI: 10.1615/JWomenMinorScienEng.2017018894
pages 289-302

IMPROVING GENDER DISPARITY IN CONSTRUCTION EDUCATION USING EDUCATIONAL GAMES

Saeed Rokooei
Building Construction Science Program, Mississippi State University, Starkville, Mississippi, USA
James D. Goedert
Building Construction Science Program, Mississippi State University, Starkville, Mississippi, USA
Asregedew Woldesenbet
Building Construction Science Program, Mississippi State University, Starkville, Mississippi, USA

ABSTRAKT

Gender disparity in engineering education, and particularly construction programs, has been an elusive issue for decades with some recent progress being made regarding enrollment rates for female students. In the current study, it is hypothesized that educational games may remove some of the gender barriers inherent in the current engineering education environment (based on performance in a protected environment and perception of knowledge gained). Virtual Interactive Construction Education (VICE) Bridge is an educational game with a gender inclusive curriculum that introduces the construction management process using learning strategies that provide experience in an engaging and safe environment while supporting a broad range of learning styles. This study looked at the differences in performance and perception between male and female students involved in the construction simulation exercise. The main objective of this study was to determine the differences in performance and perception from the VICE educational experience based on gender in order to inform future simulation development. Survey and content data were collected and then analyzed using an experimental quantitative research design. The study found that there was no difference in actual performance nor was there a difference in participant perception of performance. Descriptive statistics indicate some differences in the increased level of interest in construction and science, technology, engineering, and mathematics disciplines resulting from their exposure to VICE.