From Barbie to Mortal Kombat: gender and computer games
From Barbie to Mortal Kombat: gender and computer games
Retooling play: dystopia, dysphoria, and difference
From Barbie to Mortal Kombat
Minds in Play: Computer Game Design as a Context for Children's Learning
Minds in Play: Computer Game Design as a Context for Children's Learning
Gender Inclusive Game Design: Expanding the Market (Advances in Computer Graphics and Game Development Series)
What Video Games Have to Teach Us About Learning and Literacy
What Video Games Have to Teach Us About Learning and Literacy
Increasing the number of women majoring in computer science: what works?
Proceedings of the 36th SIGCSE technical symposium on Computer science education
Values at play: design tradeoffs in socially-oriented game design
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Play Between Worlds: Exploring Online Game Culture
Play Between Worlds: Exploring Online Game Culture
Don't Bother Me Mom--I'm Learning!
Don't Bother Me Mom--I'm Learning!
Digital Game-Based Learning
Motivating programming: using storytelling to make computer programming attractive to middle school girls
Gender, Simulation, and Gaming: Research Review and Redirections
Simulation and Gaming
The ethics of video games: Mayhem, death, and the training of the next generation
Information Systems Frontiers
Teaching introductory programming with popular board games
Proceedings of the 42nd ACM technical symposium on Computer science education
Influencing middle school girls to study computer science through educational computer games
Journal of Computing Sciences in Colleges
COR: a new course framework based on elements of game design
Proceedings of the 14th annual ACM SIGITE conference on Information technology education
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This paper reports on findings from a three-year, Canadian federally funded research project entitled "Education, Gender and Gaming". Our study of gender and digital game-playing was driven by two significant factors: first, that far more boys than girls play video games, and boys' early and sustained experience with gaming places them at an advantage with respect to computer competence and confidence. Second, not only are computer-based media increasingly central tools for learning and work, but in fact games are increasingly being recruited in educational contexts. This eager uptake for educational deployment of game-based learning threatens to compound and intensify girls' disadvantage. It is therefore even more urgent that educationally-based research reinvestigates stereotypical presumptions about gender as they relate to computer-based game playing for children in order to make it possible for girls to participate more fully and equally in technology-related fields. In this way, the new push to design educational games might better be informed by as full an understanding as possible of girls' perspectives on and participation in gaming, and about the kinds of games, characters, and overall approaches to "play" that might better engage and involve girls, who are already very much participating in gaming culture.