Numerous studies have observed unequal representation of gender stereotypes across different areas. However, some of the studies featured in this body of research were focused on using direct measures of implicit associations to understand how students are influenced by gender stereotypes when deciding their work area. This study demonstrates gender stereotypes and their impact, in particular the impact on the number of women in technical fields (e.g. computer science). We present a within-subject experiment, which investigates implicit and explicit gender stereotypes for two areas (exact sciences, and art and humanities). Our results from this study involving 41 students revealed a predisposition to unconsciously attribute men to exact sciences fields (e.g., computer science) and women to arts and humanities, but consciously we observed that in exact sciences, gender attributions were balanced.
This document details the design and development of Umbra, an installation-based game that makes use of a semi-transparent screen projected upon from both sides. The setup enables players to be represented ingame via their shadows, instead of avatars. This document discusses the design of Umbra and how its shadow-as-avatar mechanics advance the gaming industry's approach to player representation in-game. It focuses on the role avatars play in promoting player immersion and emotional connection in multi-player experiences. Umbra achieves these effects to a greater degree using the player his/herself as avatar, represented through their shadows.
In this paper we present Gender by Numbers, a physical and virtual prototype that exhibits the gender imbalances in the pursuit of future careers. Our system collects and measures relationships between courses and gender retrieved from university statistical data. Our goal is to explore how high school students can be nudged towards gender consciousness and be aware of the gender imbalance of a course before applying to the university.
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