Gender, pair composition, and computer versus paper presentation of an English language task

ABSTRACT The aim of the study was to compare the verbal and physical interactions of same-gender pairs and mixed-gender pairs when equivalent tasks were presented on a computer and on paper. Children aged between 13 and 14 years old (24 boys and 24 girls) were placed into either same-gender or mixed-gender pairs and worked on a computer presentation and a paper presentation of an English language task. The main ® nding of the study was that the children’s verbal interactions and manipulation of the physical materials were mediated by the mode of presentation. There were no signi ® cant differences between mixed-gender pairs and same-gender pairs in the paper presentation of the task. However, in the mixed-gender computer-based pairs, boys dominated both the amount and type of verbal interaction and the control of the mouse. These ® ndings are explained in terms of gender differences in perceived expertise with computers and theoretical and practical implications are discussed. Computers are becoming increasingly common in schools. Originally intended as a means to provide individualised instruction, they are now often used to support collaborative learning (Littleton & Light, 1999). Although there is general enthusiasm for the greater use of computers, there are also concerns that these changes ma