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Abstract

As game-based learning gains more and more scholarly recognition, this article proposes to incorporate a gender concern with a critical perspective into the concept. The aim of this study is to explore how far such a concern can enhance the understanding of game-based learning. To this end, an ethnographic case study of a male English language learner at a Chinese university was conducted, with Harding’s (1986) three levels of gender as the analytical tools, namely, gender symbolism, gender structure, and individual identity. The case study produced differentiated gender symbols of big and small games. It was found that rather than seeing game playing as a way to facilitate his language learning, the student participated in big game playing as a way to socialize with the masculine world around him. This participation stopped short of contexts with different gender structures such as at home and in the labor market. The author concludes that Harding’s critical theory of gender provides a nuanced understanding of the complex relation between gender and game-based learning. Educational intervention can encourage increased participation of female students in game-based learning.

Keywords

Gender computer games game-based learning gender symbolism gender structure individual identity China

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Rethinking Game-based Learning from a Gender Perspective: A Case Study of a Male English Language Learner in China

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