The Effect of Children’s Gender on the Reception of Communication Transmitted Using 2-D Animation

Abstract

Information Communication Technology (ICT) is increasingly being utilized today as a communication tool after acquiring its place in society. Differences between men and women in resource and capability to access and effectively utilize ICT for development have however created a “gender digital-divide.†Despite this, various studies have suggested that ICT-based solutions, such as 2-D animation, can be used for effective communication between a source and its receiver. This study sought to verify this commendation by evaluating the effect of children’s gender on the reception of visual communication transmitted using 2-D animation, an ICT-based form of art. The communication was limited to solutions to proper hygiene practice in Githurai Location, Kiambu County, Kenya. Data that was based on the six ranges of thinking skills as spelt out in the Bloom’s Taxonomy of Educational Objectives of the Cognitive Domain, was obtained after comparing the test results of pupils who had been tested with animations against those who had not. The data was analyzed using independent t-tests and a one-way Analysis of Variance (ANOVA) of the Statistical Package for Social Sciences (SPSS). The findings showed that though there was a significant difference for both gender after exposure to the 2-D animations, the difference was more significant for girls than for boys at a value of (t (138) = -2.393, p = 0.018). This view was true for all thinking skills under study except for “evaluation.†Arising from these findings, two recommendations were drawn: the first advocated for increased utilization of 2-D animation in programs targeting both gender and which offer solutions for social development; the second put a case for 2-D animation’s in-cooperation as a strategy in teaching children of both gender in primary schools and other institutions.