Game Development-Based Learning Experience: Gender Differences in Game Design.
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| Title: | Game Development-Based Learning Experience: Gender Differences in Game Design. |
|---|---|
| Authors: | Spieler, Bernadette1 bernadette.spieler@ist.tugraz.at, Slany, Wolfgang1 wolfgang.slany@tugraz.at |
| Source: | Proceedings of the European Conference on Games Based Learning. 2018, p616-625. 10p. |
| Subject Terms: | *Video games in education, *Gender differences in education, *Information literacy, *Learning strategies, *Curriculum planning, Video game development |
| Abstract: | Learning theories emphasize the importance of intrinsic and extrinsic motivators in curricula, and games are a promising way to provide both while constructing the game and presenting or sharing it in public or with a community. New technologies and the emerging mobile gaming sector further the case that learning should be promoted everywhere and anytime. What seems to be a promising opportunity for all pupils to learn coding in an entertaining way raises the question of whether such game based concepts also help to fix the gender gap of women in IT related fields. Gender differences are already present in secondary schools. These are the years where first career choices but also low levels of participation in technical subjects occur. To address this gender bias, a goal of the European project No One Left Behind (NOLB) was to integrate Pocket Code, an app developed by Catrobat, a free open source non-profit project at the University of Technology in Graz/Austria, into different school subjects, thus making coding more accessible and attractive to female pupils. During the period of this project (2015-2017), teachers were supported to guide their pupils in the learning processes by constructing ideas and realizing them through game design. Furthermore, teachers were trained to teach good game design and game production by sticking to an agile game design approach (research, design, development, testing, sharing), and the Mechanics, Dynamics, and Aesthetics framework, as well as other techniques, like the use of storyboards, and "ceremonies". This is especially important for girls; according to the literature, they are less likely to play games. For this paper an analysis of submitted programs according to their game design has been performed. In detail, the evaluation considered formal game elements, gaming structures, and used graphics, as well as Pocket Code specific aspects. The program's analysis showed commonly used design patterns by genders and suggests preferred game design characteristics of female teenagers. This analysis helps to build a more creative and inclusive Game Development-Based Learning (GDBL) environment that provides room for self-expression and inspires by building on intrinsic and extrinsic motivators by constructing personal experiences. [ABSTRACT FROM AUTHOR] |
| Copyright of Proceedings of the European Conference on Games Based Learning is the property of Academic Conferences & Publishing International Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 132746101 AccessLevel: 6 PubType: Conference PubTypeId: conference PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Game Development-Based Learning Experience: Gender Differences in Game Design. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Spieler%2C+Bernadette%22">Spieler, Bernadette</searchLink><relatesTo>1</relatesTo><i> bernadette.spieler@ist.tugraz.at</i><br /><searchLink fieldCode="AR" term="%22Slany%2C+Wolfgang%22">Slany, Wolfgang</searchLink><relatesTo>1</relatesTo><i> wolfgang.slany@tugraz.at</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Proceedings+of+the+European+Conference+on+Games+Based+Learning%22">Proceedings of the European Conference on Games Based Learning</searchLink>. 2018, p616-625. 10p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Video+games+in+education%22">Video games in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Gender+differences+in+education%22">Gender differences in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Information+literacy%22">Information literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+planning%22">Curriculum planning</searchLink><br /><searchLink fieldCode="DE" term="%22Video+game+development%22">Video game development</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Learning theories emphasize the importance of intrinsic and extrinsic motivators in curricula, and games are a promising way to provide both while constructing the game and presenting or sharing it in public or with a community. New technologies and the emerging mobile gaming sector further the case that learning should be promoted everywhere and anytime. What seems to be a promising opportunity for all pupils to learn coding in an entertaining way raises the question of whether such game based concepts also help to fix the gender gap of women in IT related fields. Gender differences are already present in secondary schools. These are the years where first career choices but also low levels of participation in technical subjects occur. To address this gender bias, a goal of the European project No One Left Behind (NOLB) was to integrate Pocket Code, an app developed by Catrobat, a free open source non-profit project at the University of Technology in Graz/Austria, into different school subjects, thus making coding more accessible and attractive to female pupils. During the period of this project (2015-2017), teachers were supported to guide their pupils in the learning processes by constructing ideas and realizing them through game design. Furthermore, teachers were trained to teach good game design and game production by sticking to an agile game design approach (research, design, development, testing, sharing), and the Mechanics, Dynamics, and Aesthetics framework, as well as other techniques, like the use of storyboards, and "ceremonies". This is especially important for girls; according to the literature, they are less likely to play games. For this paper an analysis of submitted programs according to their game design has been performed. In detail, the evaluation considered formal game elements, gaming structures, and used graphics, as well as Pocket Code specific aspects. The program's analysis showed commonly used design patterns by genders and suggests preferred game design characteristics of female teenagers. This analysis helps to build a more creative and inclusive Game Development-Based Learning (GDBL) environment that provides room for self-expression and inspires by building on intrinsic and extrinsic motivators by constructing personal experiences. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Proceedings of the European Conference on Games Based Learning is the property of Academic Conferences & Publishing International Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 10 StartPage: 616 Subjects: – SubjectFull: Video games in education Type: general – SubjectFull: Gender differences in education Type: general – SubjectFull: Information literacy Type: general – SubjectFull: Learning strategies Type: general – SubjectFull: Curriculum planning Type: general – SubjectFull: Video game development Type: general Titles: – TitleFull: Game Development-Based Learning Experience: Gender Differences in Game Design. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Spieler, Bernadette – PersonEntity: Name: NameFull: Slany, Wolfgang IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2018 Type: published Y: 2018 Identifiers: – Type: issn-print Value: 20490992 Titles: – TitleFull: Proceedings of the European Conference on Games Based Learning Type: main |
| ResultId | 1 |
