Girls, computer science, and games

Carmichael, Gail

doi:10.1145/1473195.1473233

Cited by 27 publications

(11 citation statements)

References 10 publications

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“…[20] in a study of noncomputing academics found that computer skill affects computer attitude. Carmichael [21] presented a 5-day course to girls in grades 8 and 9 with a goal of motivating the students to pursue computer courses in high school or The purpose of our study was to examine experimentally whether the use of GameMaker altered college students" attitudes over the course of a semester and whether the incorporation of GameMaker into the classroom impacted students" teaching evaluations. We made the following hypotheses:…”

Section: Introductionmentioning

confidence: 99%

Effect of GameMaker on Student Attitudes and Perceptions of Instructors

Doman

Sleigh²,

Garrison³

2015

IJMECS

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Abstract-Computational thinking including the ability to think critically and solve problems provides benefits for every career path. A positive attitude toward computer science can increase the possibility of students selecting courses that increase computational thinking or pursuing computer science (CS) as a major. This research examined the effect of using GameMaker on the attitudes of students toward computer science (CS) and CS instructors in an introductory CS course. The research consisted of an initial study and a two year longitudinal study. The data was collected using student surveys, qualitative student perceptions, and anonymous teaching evaluations. We hypothesized that students who used GameMaker in their class would show improved attitudes toward CS and would evaluate the instructor more favorably. Our research provides evidence that the incorporation of GameMaker into computer science courses may improve students" short-term attitudes toward computer science and both long-term and shortterm perceptions of the class instructor.

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Section: Introductionmentioning

confidence: 99%

Effect of GameMaker on Student Attitudes and Perceptions of Instructors

Doman

Sleigh²,

Garrison³

2015

IJMECS

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“…Many initiatives have been introduced to support women at various stages of this pipeline (some UK examples being Computer Clubs for Girls at age 10-14 [9], and events for women undergraduates [3] and postgraduates [13]: similar events and activities exist in other countries e.g. [7]). Such initiatives have drawn criticism from a theoretical standpoint (e.g.…”

Section: Introductionmentioning

confidence: 99%

Why are we still here?

Dee

Petrie

Boyle

et al. 2009

Proceedings of the 14th Annual ACM SIGCSE Conference on Innovation and Technology in Computer Science Education

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This paper describes a study into the attitudes and experiences of women at three distinct stages of the career pipeline: undergraduate, graduate student, and staff. Computing has often been likened to a "leaky pipeline" for women, so this work aims to consider various aspects of the student experience from the perspective of those who have in some sense succeeded and got at least as far as studying the subject at degree level. Through concentrating on the opinions and experiences of women who have persisted (and in some sense, done well) in computing, the authors hope to accentuate the positive: rather than work out what makes women drop out of computing, we instead consider what makes them stay.

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“…Like mentioned before, women and girls participation in STEM and ICT courses and careers is still significantly low. Any approach to teaching computer science to girls needs to dispel negative socio-economic and cultural stereotypes in order to make this field appealing and "cool" to them [16]. Girls compare themselves and who they are to cultural stereotypes related to the STEM fields and decide that they don't fit in.…”

Section: Learning To Code Using Serious Gamesmentioning

confidence: 99%

“…While adopting a constructionist educational approach it is important to not only focus on providing the game to students, but also providing them with the means and knowledge to develop their own games [44]. A study conducted by Carmichael [16] showcased the beneficial outcomes of combining computer science concepts with video games specifically to a young female target-group. When choosing the coding creation software the educators should consider the following series of requirements: the academic year of the students, the familiarity of the instructor(s) with coding projects, the capability of the student in creating a coding project, and the amount of time students will be spending learning the know-how to do it Alserri et al [10] have developed a conceptual model for gender-based engagement through the use of games, consisting of five elements: 1) Learning elements: these are the elements that distinguish entertainment games from educational games;…”

Section: B Examples Of Serious Games For Learning How To Codementioning

confidence: 99%

Addressing the Gender Gap in Computer Programming Through the Design and Development of Serious Games

Carvalho

Cerar

Rugelj

et al. 2020

IEEE R. Iberoamericana Tecnologias Aprendizaje

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The gap between male and female participation in computer science education and careers is a worldwide issue that must be addressed by introducing early methodological learning interventions that make computer science attractive to all, that is by answering the following issues: a) misperception among educators, learners, parents and youngsters on the suitability of computer science careers to girls and b) a wrong assumption of an insufficient preparedness to do it successfully. This article presents a European initiative-CODING4GIRLS-that proposes to teach coding through a game design and development process based on a design thinking methodological approach that is linked to creativity and human-centered solutions. In this methodology, students address increasingly complex real-life challenges by designing and developing awareness raising serious games for which they need to learn specific coding concepts.

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Girls, computer science, and games

Cited by 27 publications

References 10 publications

Effect of GameMaker on Student Attitudes and Perceptions of Instructors

Effect of GameMaker on Student Attitudes and Perceptions of Instructors

Why are we still here?

Addressing the Gender Gap in Computer Programming Through the Design and Development of Serious Games

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