Gender differences in learning preferences among participants of serious business games

We examine gender differences in learning style revealed by attitudinal response to participation in serious business games. Two hundred twenty undergraduate business students played The Marketing Game! and completed exit surveys soliciting their attitudes toward the game experience, as well as an inventory revealing learning styles. Results extend empirical support for previously developed female and male learner profiles to learning game participants. Results also indicate games to be a rather different experience across genders, though a positive learning experience for both. Pedagogical implications are discussed.