Designing for All: Exploring Gender Diversity and Engagement with Digital Educational Games by Young People

Dele-Ajayi, Opeyemi; Strachan, Rebecca; Pickard, Alison; Sanderson, Jonathan

doi:10.1109/fie.2018.8658553

Cited by 16 publications

(25 citation statements)

References 48 publications

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“…From the total frequency of each code, it was possible to observe important issues that cover new points of view or reinforce what exists in the literature. For example, as characteristics pointed out as valued in a game, aspects related to social interaction and relationships, such as being able to play in a group, which were already mentioned by [Schultheiss 2017,Ochsner 2015,AlSulaiman and Horn 2015,Fortim et al 2016,Dele-Ajayi et al 2018] and [Bergstrom 2019] Some of the codes eliminated for not bringing contributions were related to the following sentences: In the game, everyone is a car and Games not available for all devices.…”

Section: Analysis Results Of the Interviews With Girls Who Play Gamesmentioning

confidence: 99%

“…One can observe a relationship between the characteristics More female avatars and Create avatars in which I can see myself, with their physical characteristics represented, and not just stereotyped characters, such as strong and blond characters. Besides, three girls also mentioned that it is necessary to represent women positively in the games, not only inserting female avatars but also representing them in an unobjectified way, as happens in several games, a fact also commented on by [Vieira and da Mota 2018, Schultheiss 2017, Fortim et al 2016, Gao et al 2017, Shaer et al 2017, Cerdera and Lima 2016, Dele-Ajayi et al 2018, Bayde et al 2019, de Amorim et al 2016 iSys:…”

Section: Characteristics That Participants Would Like To Have In a Gamementioning

confidence: 93%

“…Concerning social interaction, several studies report that female players are more sociable: they are more likely to meet people while playing. In addition, women are more cooperative and use more supportive language to encourage their colleagues [Bergstrom 2019, Dele-Ajayi et al 2018, Fontoura et al 2019, Schultheiss 2017, Veltri et al 2014.…”

Section: Itmentioning

confidence: 99%

“…[ Dele-Ajayi et al 2018, Dickey 2006, Kaufman et al 2019, Schultheiss 2017 added that girls show a preference for games in which there is little violence or negative feedback, while boys may supposedly be more used to the violence in the context of a game. However, some studies indicate that the interest of some women in non-violent iSys:…”

Section: Related Workmentioning

confidence: 99%

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Digital game adaptations to attract more girls to play

Guercy

Ishitani

2021

iSys

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Until the early years of the 21st century, games were seen as activities for male teenagers and adults. Gradually, women are gaining representation in the universe of games, but they still encounter difficulties, face judgments, prejudice, and often feel discouraged to play. Games can encourage girls to see technology positively, which can motivate career choice in computing. As the number of female professionals in computing careers is still small, characterizing what girls like or dislike in games can contribute to the increase in that number. Thus, this work aims to propose adaptations for digital games, to attract more girls to play them. To reach this objective, we conducted interviews with girls, to collect information about what they like or dislike in games, and later a triangulation was performed for validation, which used information extracted from a questionnaire. The analysis of the interviews shows that aspects suchas game graphics, the possibility of playing in a group, the reality of the game, and freedom to choose avatars and paths the game will follow are characteristics significantly valued by the participants, regardless of whether they already play games or not. Based on the analysis, this work generated suggestions for better matching games for girls contributing to reducing the gap between men and women in computing careers. Some of the main suggestions address the need to pay attention to how the game will work the interaction between players; the need to provide the gamer constant feedback and rating features suchas ranking, promoting competition, and the insertion of female avatars within the games that are representative and that have physical variations in the characters, in addition to representing women as champions and not just as support for other players.

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Section: Analysis Results Of the Interviews With Girls Who Play Gamesmentioning

confidence: 99%

Section: Characteristics That Participants Would Like To Have In a Gamementioning

confidence: 93%

Section: Itmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

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Digital game adaptations to attract more girls to play

Guercy

Ishitani

2021

iSys

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“…The design requirements for the design and implementation of this digital educational game were carefully drawn from the engagement framework [75], [76] combined with the specific educational requirements of the environment in which it was being used. The engagement framework provides the set of factors (challenge, social interaction, feedback, rewards, clarity of goal, immersion, thematic appeal, visual appeal and creativity) that young people regard as important entertainment elements in a game.…”

Section: Mathematical Elements and Formulaementioning

confidence: 99%

Games for Teaching Mathematics in Nigeria: What Happens to Pupils’ Engagement and Traditional Classroom Dynamics?

et al. 2019

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Mathematics education is under threat in Nigeria. Young people report it as boring and difficult; teachers say young people are not engaged, even when they are achieving academically. Meanwhile, digital games are a part of everyday childhood. They are now being used to benefit young people academically as they have been shown to help motivate reluctant learners. This action research case study aims to determine if a digital educational game can stimulate interest and engagement with mathematics. SpeedyRocket, a digital educational game was designed and used in the classroom in three schools in rural Ado-Ekiti, Nigeria to teach pupils about estimation, as part of the mathematics curriculum. The evaluation was carried out with the pupils through a combination of a pupils' mathematics attitude questionnaire, and classroom observation. The results demonstrate significant improvements in attitude to and engagement with mathematics across the target group, after two weeks of using SpeedyRocket. Learners became co-creators of their own knowledge, sharing ideas, forging new learning pathways, competing, and cooperating with one another. Furthermore, the findings from this study provide insights into the changes that occur in the dynamics of the traditional classroom through the introduction of digital technology, especially in settings where it has not been previously used.

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Gender Differences When School Children Develop Digital Game-Based Designs: A Case Study

Sjöberg

Brooks

2020

Lecture Notes in Computer Science

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Designing for All: Exploring Gender Diversity and Engagement with Digital Educational Games by Young People

Cited by 16 publications

References 48 publications

Digital game adaptations to attract more girls to play

Digital game adaptations to attract more girls to play

Games for Teaching Mathematics in Nigeria: What Happens to Pupils’ Engagement and Traditional Classroom Dynamics?

Gender Differences When School Children Develop Digital Game-Based Designs: A Case Study

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