Farmer, Lesley Session Girls And Games 090903
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Farmer, Lesley Session Girls And Games 090903

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Session on IASL 2009

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Farmer, Lesley Session Girls And Games 090903 Presentation Transcript

  • 1. Girls Got Game?: Egaming and Females Presented by Lesley Farmer lfarmer@csulb.edu www.csulb.edu/~lfarmer
  • 2. What’s the Situation? Are girls interested in egaming? • YES! About 67% of 9-12 year old girls do and over 90% of 13-17 year old girls use technology • 40% of girl game daily • 6% of preteen and 4 % of teen girls make up game audience • Girls spend less time (household priorities)
  • 3. What’s the Problem?? Girls don’t like the computer culture: • They don’t like the nature of most computer games • They dislike stereotypical female characters • They see few female role models • And their attitude becomes more problematic when they hit adolescence because of social issues… • … by the way, did you know that parents are more likely to buy computers for boys than girls?
  • 4. What Happens in Schools? • Technology-enhanced projects are gender-neutral or more male oriented. • Girls are discouraged from taking advanced tech courses. • Girls lack info about the impact of technology on salaries and promotions. • Girls tend to classify all tech jobs as masculine. • Schools tend to “dis” egames.
  • 5. Benefits of Egaming • use of fixed, equitable rules • clear roles and expectations • internally-consistent environment where everything is possible • clear goals within a rich context that gives goals personal meaning and relevance • opportunities to explore identities • cognitive and affective engagement • multiple ways to achieve goals through constructivist strategies • specific, timely feedback • sense of control and personal investment • situated learning • sense of reward for effort, including trial and error • structured interaction between players, and between players and the game • blend of cooperation and competition
  • 6. Egame Mastery and Gender • Girls master individually vs. boys learning from each other (because of societal messages) • Girls ask boys for advice • Girls tend not to use manuals • Girls tend to reset level or game • Girls may walk away from controls/navigation • Expert gamers are gender-neutral
  • 7. Tips to Engage Girls with Egames • Provide choice • Get the girls’ input – and act on it • Make it social: encourage buddy learning • Focus on communication – and human relationships • Encourage intellectual risk-taking • Emphasize effort more than mastery • Have fun!
  • 8. Criteria for Choosing Egames • confidence: encourage and support girls’ abilities • collaboration: facilitate working together • personal identification: relate to personal life • contextuality: present information in narrative or story form • flexibility/motility: offer several navigational paths • social connectivity: facilitate interpersonal connections • inclusion: portray diverse populations • multimedia presence: meld high-quality graphic, motion and audio elements
  • 9. Library Portals and Egaming • add game-related displays that include game art, game-related fiction, and information about careers in gaming • link to gaming magazines and strategy guides • publicize gaming events and resources • add student-created content, such as game reviews
  • 10. Instruction and Egaming Principles • provide student choice (which topic to study) • offer opportunities for low-pressure situations • emphasize the importance of memorizing and mastering basics of a concept before applying the knowledge • Facilitate collaborative work • provide extra help for struggling students • provide extension activities for students who excel • evaluate effort rather than product • use alternative and authentic assessments – designing demo games, tests based on mastery levels (not everyone takes the same tests)
  • 11. Egaming and Information Literacy • just-in-time verbal or textual feedback when the learner wants it • affirmation of effort as it leads to performance and competence • incorporation of the affective domain, particularly as it relates to personal priorities • consideration of systems and relationships as they impact information analysis and use • emphasis on distributed knowledge and cross-functional information-seeking teams • acknowledgement and leveraging of multiple perspectives • empathy of complex information systems
  • 12. Representative Games/Web Sites Links4Kids: Girls Only: http://www.links4kids.co.uk/girlsonly.htm Girl Scouts: Girls Only: http://www.gogirlsonly.org/games/ American Girl: http://www.americangirl.com/ MyPopStudio: http://www.mypopstudio.com/ *Digital Films: http://www.digitalfilms.com *Toondo: http://www.toondo.com Zoey’s Room: http://www.zoeysroom.com/ Girls Tech: http://girlstech.douglass.rutgers.edu/ *PPT Game Templates: http://www.powerpointtutorial.org/directory/powerpoint-game- template.html Gamer Girls Unite: http://www.gamergirlsunite.com/news.php *Yahoo Games: http://games.yahoo.com/ http://www.apple.com/webapps/
  • 13. References Agosto, D. (2004). Girls and gaming: A summary of the research with implications for practice. Teacher Librarian, 31(3), 8-14.. American Association of University Women. (2000). Tech-savvy: Education girls in the new computer age. Washington, DC: American Association of University Women. Amory, Alan, et al (1999). The use of computer games as an educational tool.. British Journal of Educational Technology, 30, 311- 321. Becker, K. (2007) Digital game-based learning once removed.. British Journal of Educational Technology, 38, 479-488. Cassell, J., & Jenkins, H. (Eds). (1998). From Barbie to Mortal Kombat. Cambridge, MA: The MIT Press. Cooper, J., & Weaver, K. (2003). Gender and computers: Understanding the digital divide. Nawah, NJ: Erlbaum. DeKanter, N. (2005). Gaming redefines interactivity for learning. TechTrends, 49(3), 26-31. Fromme, J. (2003). Computer games as a part of children's culture. Game Studies, 3(1). http://www.gamestudies.org/0301/fromme/ Gee, James. (2007). What video games have to teacher us about learning and literacy (2nd ed.). Palgrave, England: Macmillan. Graner Ray, S. (2004). Gender inclusive game design: Expanding the market.. Hingham, Eng.: Charles River Media. Helmrich, E., & Neiburger, E. (2007). Video games as a service: Three years later. VOYA, 30(2) 113-115. Jenkins, H. (2008). Reality bytes: Eight myths about video games debunked. The Video Game Revolution. Jones, S. (2003). Let the games begin. Washington, DC: Pew Internet & American Life Project. Kaiser Family Fntn.. (2005). Generation M: Media in the lives of eight to eighteen year olds. Menlo Park, CA: Author. Koster, R.(2004). A theory of fun for game design. Phoenix, AZ: Peralglygh. Levine, J. (2006). Gaming and libraries. Library Technology Reports, 42(5). Macgill, A. (2007). Parent and teen Internet use. Washington, DC: Pew Internet & American Life Project. McFerrin,E., et al. (Eds.). Proceedings of Society for Information Technology and Teacher Education International Conference 2008 pp. 991- 996). Chesapeake, VA: American Association of Computer Education. Neiburger, E. (2007). Gamers...in the library?! Chicago: American Library Association. Nicholson, S. (2007). The role of gaming in libraries: Taking the pulse. http://boardgameswithscott.com/pulse2007.pdf Prensky, M. (2006). Don’t bother me mom – I’m learning! St. Paul, MN: Paragon House. Schott, G., & Horrell, Kirsty. (2000). Girl games and their relationship with the gaming culture. Convergence, 6(4), 36-53. Simpson, E. (2005). Evolution in the classroom: what teachers need to know about the video game generation. TechTrends, 49(5), 17-22.