Gender Differences in AI-Supported Game-Based English Learning: Behavioral Patterns in Listening and Speaking Tasks

Game-Based Learning (GBL) has the potential to provide immediate feedback while simultaneously enhancing learner engagement through entertainment. Building upon this potential, this research proposed a novel design strategy that seamlessly integrates GBL into English learning. More specifically, two entertaining English learning tools were developed: the Entertaining English Listening Learning (E2L2), which was developed for improving listening comprehension, and the Entertaining English Speaking Support (E2S2), which was designed to enhance speaking proficiency. Two empirical studies were conducted to examine learners’ reactions to the E2L2 and E2S2 from a gender difference perspective. Findings revealed consistent gender differences in learning performance across both studies. Furthermore, male learners tended to employ integrative strategies by drawing on multiple cues and sources of voice input, whereas female learners demonstrated a preference for focused strategies centered on specific cues. Based on these findings, a framework is proposed to inform the design of inclusive and individualized digital learning environments that better address the distinct needs and preferences of both male and female learners.