This document summarizes a workshop on examining gender sensitivity in games. The workshop included an introduction, setting context with research findings, reviewing gender terminology, and playing games. Research from over 415,000 K-12 students found some differences in how girls and boys use technology for learning. For example, more boys rated their tech skills as advanced, while more girls were interested in STEM programs. The workshop also discussed evaluating games for gender sensitivity and stereotypes.
Pink of Blue? Examining gender sensitivity in games - SXSWedu 2016Julie Evans
Contrary to what we may want to believe, emerging research indicates that use of digital tools and content within learning is not gender-blind. While girls and boys share a common interest in technology to support personalized learning, their uses of and aspirations for digital learning are often quite different. This is especially true with game-based learning. In this workshop, we will roll up our sleeves and interact with a variety of games that are popular in education. Using a new evaluation tool, participants will gain an insider perspective on gender-bias or sensitivity within games by examining the characterization, imagery and language, storyline and results of the game play.
Pink of Blue? Examining gender sensitivity in games - SXSWedu 2016Julie Evans
Contrary to what we may want to believe, emerging research indicates that use of digital tools and content within learning is not gender-blind. While girls and boys share a common interest in technology to support personalized learning, their uses of and aspirations for digital learning are often quite different. This is especially true with game-based learning. In this workshop, we will roll up our sleeves and interact with a variety of games that are popular in education. Using a new evaluation tool, participants will gain an insider perspective on gender-bias or sensitivity within games by examining the characterization, imagery and language, storyline and results of the game play.
Get ready to be surprised in this fast paced, top 10 focused session! Based upon the latest Speak Up Project findings from over 415,000 K-12 students, including 34,000 students from California, you will learn how students really want to use mobile devices, social media and digital content to enhance learning - key data you need to inform budgets, programs, policies and instruction.
For the past 14 years, the Speak Up Research Project has collected and reported on the views of 4.5 million K-12 students, educators and parents regarding digital learning. Using current and longitudinal Speak Up data, we will provide new insights into the use of games, mobile devices and digital content within learning, and counter mythology with the authentic views of students, teachers and parents regarding technology use within instruction. Going beyond anecdotes and assumptions, this interactive and eye-opening presentation will provide leaders with new metrics for evaluating the pulse of elearning in their school or district.
Speak Up Survey Insights for Private School Leaders
The Speak Up national findings have been helping private schools define education technology policies for 12 years. Each year, the views of private school stakeholders are captured to identify key trends and help plan for 21st century education. Join us to discover:
• What technology solutions administrators want most
• Where schools are prioritizing technology investments
• Which technologies students and parents want at school
• How students learn to write digitally and manage their digital footprint
Get ready to be surprised in this fast paced, top 10 focused session! Based upon the latest Speak Up Project findings from over 415,000 K-12 students, you will learn how students really want to use mobile devices, social media and digital content to enhance learning - key data you need to inform budgets, programs, policies and instruction.
Too Much Screen Time: Fake News or Real Parental Concern?Julie Evans
Education leaders are perplexed by parents’ views on technology use: parents worry about too much screen time but say digital learning is important. This session will unpack current research on parents’ views and provide K-12 leaders with insights to address screen time concerns with effective messaging and real data.
Get ready to be surprised in this fast paced, top 10 focused session! Based upon the latest Speak Up Project findings from over 415,000 K-12 students, including 34,000 students from California, you will learn how students really want to use mobile devices, social media and digital content to enhance learning - key data you need to inform budgets, programs, policies and instruction.
For the past 14 years, the Speak Up Research Project has collected and reported on the views of 4.5 million K-12 students, educators and parents regarding digital learning. Using current and longitudinal Speak Up data, we will provide new insights into the use of games, mobile devices and digital content within learning, and counter mythology with the authentic views of students, teachers and parents regarding technology use within instruction. Going beyond anecdotes and assumptions, this interactive and eye-opening presentation will provide leaders with new metrics for evaluating the pulse of elearning in their school or district.
Speak Up Survey Insights for Private School Leaders
The Speak Up national findings have been helping private schools define education technology policies for 12 years. Each year, the views of private school stakeholders are captured to identify key trends and help plan for 21st century education. Join us to discover:
• What technology solutions administrators want most
• Where schools are prioritizing technology investments
• Which technologies students and parents want at school
• How students learn to write digitally and manage their digital footprint
Get ready to be surprised in this fast paced, top 10 focused session! Based upon the latest Speak Up Project findings from over 415,000 K-12 students, you will learn how students really want to use mobile devices, social media and digital content to enhance learning - key data you need to inform budgets, programs, policies and instruction.
Too Much Screen Time: Fake News or Real Parental Concern?Julie Evans
Education leaders are perplexed by parents’ views on technology use: parents worry about too much screen time but say digital learning is important. This session will unpack current research on parents’ views and provide K-12 leaders with insights to address screen time concerns with effective messaging and real data.
This Top Ten List is a digest of key findings from the Speak Up 2007 Student Surveys. For more information about the Speak Up National Research Project, data findings from our parent, teacher and administrator surveys, and information about our upcoming release of our Speak Up 2008 data findings, visit us at www.tomorrow.org.
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Pink or Blue: Examining Gender Sensitivity in Games
1. Pink or Blue?
Examining gender sensitivity in games
Julie Evans
@JulieEvans_PT
CEO, Project Tomorrow
March 8, 2016
2. Today’s Workshop:
Introduction to today’s workshop
Setting the context with research data
Reviewing gender terminology and issues
Let’s play some games!
Your ideas/comments/questions
3. Mission: To ensure
that today’s students
are prepared to
become tomorrow’s
leaders, innovators
and engaged citizens
of the world
Project Tomorrow, a global education
non-profit organization
4. Our Programs:
Focus on learning experiences – in and out of school
o Research & evaluation studies
o School & community programs
o Policy advocacy for STEM and digital
learning
6. Be part of the discussion!
@SXSWEDU #sxswedu2016
@SpeakUpEd
@BrainPOP
#pinkbluegames
7. Workshop Goals:
Explore if gender differences exist in how girls and
boys approach digital learning
Learn about gender-sensitivity within digital content
and games used for learning
Gain first hand experience evaluating gender-
sensitivity within game play
Explore new considerations for how to design,
implement and/or evaluate game-based learning
with greater gender-sensitivity
11. Are there gender
differences in how
girls and boys use
technology for
learning?
With a neighbor, first discuss this question:
12. Three truths and a lie
Which one is not true?
1. Boys are more likely to rate their technology skills
as advanced than girls.
2. More girls than boys say they are interested in
participating in an after school STEM program.
3. Girls and boys in elementary school are more
interested in learning how to code than their older
peers.
4. Girls are playing online or digital games more
frequently than boys to self-direct learning.
13.
14. Are there gender differences in how girls
and boys use technology for learning?
Setting the context
Speak Up Research Project findings from
415,000 K-12 students from fall 2015
15. Annual research project
Using online surveys + focus groups
Surveys for: K-12 Students, Teachers, Parents,
Administrators, Community Members
Special: Pre-Service Teachers in Schools of Education
Open for all K-12 schools and schools of education
Schools, districts & colleges receive free report with their
own data
Questions about how eLearning = 21c education
Speak Up Research Project
4.5 million
surveys since
2003
Data informs: policies,
programs, funding at
local, state and federal
levels
16. Learning & Teaching with Technology
College and Career Ready Skills
Students’ Career Interests in STEM
Professional Development / Teacher Preparation
Internet Safety / Data Privacy Issues / Homework Gap
Administrators’ Challenges / Bandwidth Capacity
Emerging Technologies both in & out of the Classroom
Mobile Devices, Online Learning, Digital Content, E-texts
Educational Games, Social Media tools and apps
New Classroom Models, Print to Digital, Online
Assessments
Designing the Ultimate School/Classroom
Speak Up survey question themes
17. K-12 Students 415,686
Teachers & Librarians 38,613
Parents (in English & Spanish) 40,218
School/District Administrators/Tech Leaders 4,536
Community Members 6,623
About the participating schools & districts
o 7,825 schools and 2,676 districts
o 25% urban / 35% rural / 40% suburban
o All 50 states + DC + Guam + DODEA schools
Speak Up 2015 national participation: 505,676
18. Students function as a “Digital Advance Team”
Students regularly adopt and adapt emerging
technologies for learning
Students’ frustrations focus on the unsophisticated use of
technologies within education
Persistent digital disconnect between students and
adults
Exacerbation of lack of relevancy in current education
Students want a more personalized learning
environment
What have we learned over the past 13 years?
20. Current uses of technology for learning
Four types of technology usage by students:
In school:
o teacher directed
o student self – initiated
Out of school time:
o supporting schoolwork
o supporting personal learning
21. Sample Digital Activities
Gr 6-8
Girls
Gr 6-8
Boys
Take tests online 64% 61%
Use Google Apps for Education 48% 46%
Watch teacher created videos 31% 29%
Use online curriculum 17% 18%
What are examples of teacher-facilitated technology
use by students?
22. Using technology in my classes
increases my interest in learning
Agree:
54% of boys in
middle school
students
52% of girls in
middle school
23. In their own words … how both girls and boys value
digital learning
As a result of using technology for learning, I am …
Developing new skills
• Creativity
• Critical thinking and problem solving
Changing my learning behavior
• More likely to complete homework
• Collaborating more with my classmates
• Communicating with my teacher more often
• Participating more in class discussions
Enhancing my self-efficacy as a learner
• Learning at my own pace
• Learning in a way that fits my learning style
• In control over my learning
24. 0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
Online classes
Tablets
Digital textbooks
Games
Schoolwide Internet
Gr 9-12 Boys Gr 9-12 Girls Gr 6-8 Boys Gr 6-8 Girls
Girls and boys share a common vision for the use of
technology in their ultimate school
25. Current uses of technology for learning
Four types of technology usage by students:
In school:
o teacher directed
o student self – initiated
Out of school time:
o supporting schoolwork
o supporting personal learning
26. Sample Digital Activities
Grades
6-8 Girls
Grades
6-8 Boys
Look up info on a mobile device
– in class
45% 37%
Text classmates for help 47% 29%
Find videos to help with
homework
37% 31%
Take photos of assignments 29% 22%
Use social media sites to
facilitate peer collaborations
26% 20%
What are examples of student self-directed technology
use to support learning?
27. Designing the ultimate science classroom – what would
be most effective for your learning?
Boys say:
Having a
teacher with
field experiences
Doing science
competitions
Using online
simulations
Girls say:
Taking field trips
to places where
science happens
Working with
peers on projects
Using real tools
and devices
28. Are you interested in a career in a STEM field?
24%
17%
38%
21%
17%
15%
36%
32%
Not interested
No opinion
Somewhat interested
Very interested
Boys Girls
29. What would be most helpful in
exploring a STEM career?
Girls Boys
Traditional Approaches:
o Get real life experience – p/t job,
internship, volunteering
77% 66%
o Take field trips to see career in action 68% 58%
o Participate in an after school program 41% 32%
New Digital Approaches:
o Watch videos about different careers 50% 50%
o Play a digital or online game about a
career
40% 46%
o Earn a micro credential or badge 13% 22%
30. Student interest in learning how to code
Yes, I am interested
in learning how to
code or program a
computer
Girls Boys
Grades 3-5 55% 62%
Grades 6-8 46% 57%
Grades 9-12 37% 51%
Sweet spot for nurturing interest is Grades 3-5!
31. Students’ perceptions of their technology skills:
differences by grade grouping and gender
Advanced Average Beginner
Gr 3-5 Girls 22% 61% 17%
Gr 3-5 Boys 34% 52% 14%
Gr 6-8 Girls 19% 76% 4%
Gr 6-8 Boys 34% 62% 4%
Gr 9-12 Girls 19% 78% 3%
Gr 9-12 Boys 37% 59% 4%
32. Students’ use of digital tools to self-direct learning outside
of school
Typical activities:
o Research a website to learn more about a topic
o Watch a video to learn how to do something
o Use social media to identify people with like interests
o Use online writing tools to improve writing skills
o Post questions on discussion boards
o Play an online game or virtual simulation activity
33. Students’ use of digital tools to self-direct learning outside
of school
o Play an online game or virtual simulation activity
Gr 6-8
Girls
Gr 6-8
Boys
Gr 9-12
Girls
Gr 9-12
Boys
All the
time +
often
24% 33% 16% 24%
Sometimes 33% 32% 29% 31%
Rarely +
never
43% 35% 56% 45%
34. Let’s play a game!
Win the Whitehouse
https://www.brainpop.com/games/
winthewhitehouse/
35.
36. Gender terminology
Relative to education and learning
Gender sensitive
Gender
responsive
Gender transformative
Gender
awareness
Gender blind
Gender specific
Gender unequal
38. Gender terminology
Relative to education and learning
Gender sensitive: takes into account impact of programs,
products, policies and tries to mitigate negative
consequences; considers gender norms, roles
Gender blind: in ability to perceive differences; ignores
gender norms, roles
Gender specific: intentionally targets specific group;
considers gender norms, roles
Gender unequal: perpetuates inequity by reinforcing
norms, roles
39. Worksheet: Thinking about gender issues in games
Type of
gender-
responsiveness
Your assessment Group discussion
notes
Gender-unequal
Gender-blind
Gender-specific
Gender-sensitive
What are your experiences?
40. Defining gender sensitivity:
Considers gender norms, role and relationships
Takes into account impact of policies, projects
and programs on women/girls and men/boys
Tries to mitigate negative consequences of the
gender impact
41. Evaluating the gender-sensitivity of digital content
Questions for Consideration Guide (Worksheet)
Characterization
Are there differences in the types of roles or activities ascribed to the
characters based upon gender?
Imagery and Language
Is the use of language, words and phrases within the content free of
traditional stereotypes or gender bias? Are loaded words used?
Storyline
Are women/girls or men/boys represented as central characters within the
content storyline or the game?
Results
What types of messages are articulated in the digital content about
gender differences? Are those messages positive or negative?
42. Girls and boys value game play differently
Girls:
1. Games increase my interest in school
2. Games provide a more interesting way to learn
3. Games make it easier to understand difficult concepts
4. I learn more through a game
5. Games personalize my learning
Boys:
1. Games make it easier to understand difficult concepts
2. Games increase my interest in school
3. Games provide a more interesting way to learn
4. Games adapt to what I know or need to know
5. I am a better thinker and problem solver when I play games
43. Let’s play more games!
Pearl Diver:
https://jr.brainpop.com/games/pearldiver/
Say What:
https://jr.brainpop.com/games/saywhat/
Sortify:
https://www.brainpop.com/games/sortifyworldchangingwomen/
Do I Have a Right?:
https://www.brainpop.com/games/doihavearight/
Argument Wars:
https://www.brainpop.com/games/argumentwars/
44.
45.
46. Let’s play more games!
How did you evaluate the gender-
sensitivity of these games?
What did you learn about gender-
sensitivity in digital content?
47. Thinking about designing, implementing and evaluating
games
o Know your audience
o Look through alternative lenses
o Understand that games have impact
o Diversity of ideas and perspective is an asset –
use it
o Evaluate with gender differences in mind
o Keep an eye on the trends and changes in the
sector
50. Today’s Workshop:
Introduction to today’s workshop
Setting the context with research data
Reviewing gender terminology and issues
Let’s play some games!
Your ideas/comments/questions
51. Three truths and a lie
Which one is not true?
1. Boys are more likely to rate their technology skills
as advanced than girls.
2. More girls than boys say they are interested in
participating in an after school STEM program.
3. Girls and boys in elementary school are more
interested in learning how to code than their older
peers.
4. Girls are playing online or digital games more
frequently than boys to self-direct learning.
52. Three truths and a lie
Which one is not true?
1. Boys are more likely to rate their technology skills
as advanced than girls.
2. More girls than boys say they are interested in
participating in an after school STEM program.
3. Girls and boys in elementary school are more
interested in learning how to code than their older
peers.
4. Girls are playing online or digital games more
frequently than boys to self-direct learning.
53. National Speak Up reports and infographics
Targeted and thematic reports
Digital learning trends
Mobile learning & social media
Games in the classroom
Blended learning outcomes
Presentations, podcasts and webinars
Services: consulting, workshops, evaluation and
efficacy studies
More Speak Up? www.tomorrow.org
New national report to be released in April 2016
54. Online surveys for:
o K-12 students – individual + group
o Parents – English and Spanish
o Teachers
o Librarians/Media Specialists
o School Site & District Administrators
o Technology Leaders
o Community Members
All schools are
invited to
participate
Surveys open
October 2016
Participate in Speak Up!
Sign up to receive
information at:
www.tomorrow.org
55. Thank you for this discussion today!
For additional information about Speak Up please
contact:
Julie Evans
jevans@tomorrow.org
949-609-4660 x15
Twitter: JulieEvans_PT and SpeakUpEd
Copyright Project Tomorrow 2016
This work is the intellectual property of the author. Permission is granted
for this material to be shared for non-commercial, educational purposes,
provided that this copyright statement appears on the reproduced
materials and notice is given that the copying is by permission of the
author. To disseminate otherwise or to republish requires written
permission from the author.