Skip to main content
SpringerLink
Log in

Design Factors for an Educational Game Where Girls and Boys Play Together to Learn Fundamental Programming

  • Conference paper
  • First Online:
ArtsIT, Interactivity and Game Creation (ArtsIT 2022)

Included in the following conference series:

Abstract

Gaming is a ubiquitous phenomenon today, and game-based learning has become a main stream teaching and learning activity. Despite the long history of using games in educational contexts, the concepts of inclusive game design and enjoyable educational games still have challenges. The aim of this study is to gather requirements for design of educational games on programming where girls and boys find it joyful to play together. To meet this aim, the data sets from two earlier studies have been combined, compared, discussed, and finally merged into a preliminary framework. This study was carried out as a requirement-focused design science study, with a focus on gathering requirements for a future design and implementation of an educational game on fundamental programming. Data were collected in a combination of a scoping literature review, and through a questionnaire answered by elementary school students after playing an educational game on programming. Main themes in the framework for Girl Inclusive Educational Game Design are Exploration Without Violence, Collaborative Interaction, Character Diversity, Customisation, Graphics, Game Mechanics, Game Content, and Learning and Motivation. If these factors are thoughtfully considered it could be possible to achieve the idea of a game with Wide Walls, a High Ceiling, and a Low Threshold, where girls and boys could play together and learn how to program.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 89.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 119.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

References

  1. Admiraal, W., et al.: Students as future workers: cross-border multidisciplinary learning labs in higher education. Int. J. Technol. Educ. Sci. 3(2), 85–94 (2019)

    Google Scholar 

  2. Tikva, C., Tambouris, E.: Mapping computational thinking through programming in K-12 education: a conceptual model based on a systematic literature review. Comput. Educ. 162, 104083 (2021)

    Article  Google Scholar 

  3. Konecki, M.: Problems in programming education and means of their improvement. DAAAM Int. Sci. Book 1(2014), 459–470 (2014)

    Google Scholar 

  4. Szabo, C., Sheard, J., Luxton-Reilly, A., Becker, B.A., Ott, L.: Fifteen years of introductory programming in schools: a global overview of K-12 initiatives. In: Proceedings of the 19th Koli Calling International Conference on Computing Education Research, pp. 1–9 (2019)

    Google Scholar 

  5. Partovi, T., Razavi, M.R.: The effect of game-based learning on academic achievement motivation of elementary school students. Learn. Motiv. 1(68), 101592 (2019)

    Article  Google Scholar 

  6. Chen, P.-Y., Hwang, G.-J., Yeh, S.-Y., Chen, Y.-T., Chen, T.-W., Chien, C.-H.: Three decades of game-based learning in science and mathematics education: an integrated bibliometric analysis and systematic review. J. Comput. Educ. 9, 1–22 (2021). https://doi.org/10.1007/s40692-021-00210-y

    Article  Google Scholar 

  7. Theodoropoulos, A., Lepouras, G.: Digital game-based learning and computational thinking in P-12 education: a systematic literature review on playing games for learning programming. Handbook of Research on Tools for Teaching Computational Thinking in P-12 Education 159–183 (2020)

    Google Scholar 

  8. Hellerstedt, A., Mozelius, P.: Game-based learning: a long history. In: Irish Conference on Game-based Learning 2019, vol. 1, Cork, Ireland, 26–28 June 2019

    Google Scholar 

  9. Juul, J.: A Casual Revolution: Reinventing Video Games and Their Players. MIT Press, Cambridge (2010)

    Google Scholar 

  10. Moreno-Ger, P., Martinez-Ortiz, I., Freire, M., Manero, B., Fernandez-Manjon, B.: Serious games: a journey from research to application. In: 2014 IEEE Frontiers in Education Conference (FIE) Proceedings 22 Oct 2014, pp. 1–4. IEEE

    Google Scholar 

  11. Hersh, M., Leporini, B.: Serious games, education and inclusion for disabled people editorial. Br. J. Edu. Technol. 49(4), 587–595 (2018)

    Article  Google Scholar 

  12. Carr, D.: Contexts, pleasures, and preferences: girls playing computer games. In: Weber, S., Dixon, S. (eds.) Growing Up Online, pp. 151–160. Palgrave Macmillan US, New York (2007). https://doi.org/10.1057/9780230607019_10

    Chapter  Google Scholar 

  13. Lima, L., Gouveia, P.: Gender asymmetries in the digital games sector in Portugal. In: DiGRA’20-Proceedings of the 2020 DiGRA International Conference: Play Everywhere, Tampere (2020)

    Google Scholar 

  14. Subrahmanyam, K., Greenfield, P.M.: Computer games for girls: What makes them play. Barbie Mortal Kombat: Gend. Comput. Games 1, 46–71 (1998)

    Google Scholar 

  15. Cunningham, C.M.: Games girls play: contexts of girls and video games. Lexington Books (2018)

    Google Scholar 

  16. Dilmaghani, M.: Chess girls don’t cry: Gender composition of games and effort in competitions among the super-elite. J. Econ. Psychol. 1(89), 102482 (2022)

    Article  Google Scholar 

  17. Mathrani, A., Christian, S., Ponder-Sutton, A.: PlayIT: game based learning approach for teaching programming concepts. J. Educ. Technol. Soc. 19(2), 5–17 (2016)

    Google Scholar 

  18. Buffum, P.S., Frankosky, M., Boyer, K.E., Wiebe, E.N., Mott, B.W., Lester, J.C.: Collaboration and gender equity in game-based learning for middle school computer science. Comput. Sci. Eng. 18(2), 18–28 (2016)

    Article  Google Scholar 

  19. Malik, S., Al-Emran, M., Mathew, R., Tawafak, R., AlFarsi, G.: Comparison of E-learning, M-learning and game-based learning in programming education–a gendered analysis. Int. J. Emerg. Technol. Learn. (iJET). 15(15), 133–146 (2020)

    Article  Google Scholar 

  20. Mozelius, P., Humble, N., Sällvin, L., Öberg, L.-M., Pechuel, R., Fernández-Manjón, B.: How to get the girls gaming – a literature study on inclusive design. In: 16th European Conference on Game Based Learning (ECGBL 2022). Academic Conferences International Limited (2022)

    Google Scholar 

  21. Humble, N., Mozelius, P.: Refurbishing the educational escape room for programming – lowering the threshold and raising the ceiling. In: 16th European Conference on Game Based Learning (ECGBL 2022). Academic Conferences International Limited (2022)

    Google Scholar 

  22. Borrego, C., Fernández, C., Blanes, I., Robles, S.: Room escape at class: escape games activities to facilitate the motivation and learning in computer science. JOTSE 7(2), 162–171 (2017)

    Article  Google Scholar 

  23. Hacke, A.: Computer science problem solving in the escape game “Room-X.” In: Pozdniakov, S.N., Dagienė, V. (eds.) ISSEP 2019. LNCS, vol. 11913, pp. 281–292. Springer, Cham (2019). https://doi.org/10.1007/978-3-030-33759-9_22

    Chapter  Google Scholar 

  24. Humble, N., Mozelius, P., Sällvin, L.: You can’t escape learning, but maybe you can get out of the room!: game-based learning for programming education. In: 15th European Conference on Game Based Learning (ECGBL 2021), 23–24 September 2021, pp. 359–367, (2021)

    Google Scholar 

  25. Bichler, M.: Design science in information systems research. Wirtschaftsinformatik 48(2), 133–135 (2006). https://doi.org/10.1007/s11576-006-0028-8

    Article  Google Scholar 

  26. Engström, E., Storey, M.-A., Runeson, P., Höst, M., Baldassarre, M.T.: How software engineering research aligns with design science: a review. Empir. Softw. Eng. 25(4), 2630–2660 (2020). https://doi.org/10.1007/s10664-020-09818-7

    Article  Google Scholar 

  27. Johannesson, P., Perjons, E.: An Introduction to Design Science. Springer, Cham (2014)

    Book  MATH  Google Scholar 

  28. Munn, Z., Peters, M.D., Stern, C., Tufanaru, C., McArthur, A., Aromataris, E.: Systematic review or scoping review? Guidance for authors when choosing between a systematic or scoping review approach. BMC Med. Res. Methodol. 18(1), 1–7 (2018)

    Article  Google Scholar 

  29. Pham, M.T., Rajić, A., Greig, J.D., Sargeant, J.M., Papadopoulos, A., McEwen, S.A.: A scoping review of scoping reviews: advancing the approach and enhancing the consistency. Res. Synth. Methods 5(4), 371–385 (2014)

    Article  Google Scholar 

  30. Braun, V., Clarke, V.: Using thematic analysis in psychology. Qual. Res. Psychol. 3(2), 77–101 (2006)

    Article  Google Scholar 

  31. Kinzie, M.B., Joseph, D.R.: Gender differences in game activity preferences of middle school children: implications for educational game design. Educ. Tech. Res. Dev. 56(5), 643–663 (2008)

    Article  Google Scholar 

  32. Spieler, B., Slany, W.: Game development-based learning experience: gender differences in game design. arXiv preprint arXiv:1805.04457 (2018)

  33. Kafai, Y.B.: Gender differences in children’s constructions of video games. Interact. Video. 11, 39–66 (1996)

    Google Scholar 

  34. Kafai, Y.B., Burke, Q.: Beyond game design for broadening participation: building new clubhouses of computing for girls. GenderIT 2014 (2014)

    Google Scholar 

  35. Fullerton, T., Fron, J., Pearce, C., Morie, J.: Getting girls into the game: towards a ‘virtuous cycle’. Beyond Barbie Mortal Kombat: New Perspect. Gend. Gaming, 161–176 (2008)

    Google Scholar 

  36. Sharma, K., Torrado, J.C., Gómez, J., Jaccheri, L.: Improving girls’ perception of computer science as a viable career option through game playing and design: lessons from a systematic literature review. Entertainment Comput. 1(36), 100387 (2021)

    Article  Google Scholar 

  37. Çakır, N.A., Gass, A., Foster, A., Lee, F.J.: Development of a game-design workshop to promote young girls’ interest towards computing through identity exploration. Comput. Educ. 1(108), 115–130 (2017)

    Article  Google Scholar 

  38. Ioannidou, A., Repenning, A., Webb, D.C.: AgentCubes: Incremental 3D end-user development. J. Vis. Lang. Comput. 20(4), 236–251 (2009)

    Article  Google Scholar 

  39. Ray, S.G.: Gender inclusive game design: Expanding the market (Advances in Computer Graphics and Game Development Series). Charles River Media Inc, Newton Centre (2003)

    Google Scholar 

  40. Vermeulen, L., Van Looy, J., Courtois, C., De Grove, F.: Girls will be girls: a study into differences in game design preferences across gender and player types. In: Under the Mask: Perspectives on the Gamer Conference 2011 (2011)

    Google Scholar 

  41. Dickey, M.D.: Girl gamers: the controversy of girl games and the relevance of female-oriented game design for instructional design. Br. J. Edu. Technol. 37(5), 785–793 (2006)

    Article  Google Scholar 

  42. Shahade J. Play Like a Girl!. Mongoose Press; 2010

    Google Scholar 

  43. Miller, L., Chaika, M., Groppe, L.: Girls’ preferences in software design: insights from a focus group. Interpersonal Comput. Technol. 4(2), 27–36 (1996)

    Google Scholar 

  44. De Castell, S., Bryson, M.: Retooling play: dystopia, dysphoria, and difference. Barbie Mortal Kombat: Gender Comput. Games 1, 232–261 (1998)

    Google Scholar 

  45. Rubin, A., Murray, M., Ashley, J.: What kind of educational computer games would girls like? In: Paper Presented at the Annual Meeting of the American Educational Research Association (1997)

    Google Scholar 

  46. Kafai, Y.B.: Minds in Play: Computer Game Design as a Context for Children’s Learning. Lawrence Erlbaum Associates, Hillsdale (1994)

    Google Scholar 

  47. Taylor, T.L.: Multiple pleasures: Women and online gaming. Convergence 9(1), 21–46 (2003)

    Article  Google Scholar 

  48. Hellerstedt, A., Mozelius, P.: From comenius to counter-strike, 400 years of game-based learning as a didactic foundation. In: 12th Proceedings of ECGBL, pp. 232–239 (2018)

    Google Scholar 

  49. Leonhardt, M., Overå, S.: Are there differences in video gaming and use of social media among boys and girls?—A mixed methods approach. Int. J. Environ. Res. Public Health 18(11), 6085 (2021)

    Article  Google Scholar 

  50. Spangenberger, P., Kapp, F., Kruse, L., Hartmann, M., Narciss, S.: Can a serious game attract girls to technology professions? Int. J. Gend. Sci. Technol. 10(2), 253–264 (2018)

    Google Scholar 

  51. AlSulaiman, S., Horn, M.S.: Peter the fashionista? computer programming games and gender oriented cultural forms. In: Proceedings of the 2015 Annual Symposium on Computer-Human Interaction in Play, pp. 185–195 (2015)

    Google Scholar 

  52. Alserri, S.A., Zin, N.A., Wook, T.S.: Gender-based engagement model for designing serious games. In: 2017 6th International Conference on Electrical Engineering and Informatics (ICEEI), pp. 1–5. IEEE (2017)

    Google Scholar 

  53. Vail, K.: Girlware: software companies are targeting girls, but is their marketing on the mark. Electronic School (1997). www.electronic-school.com/0697f1.html. Accessed 01 Jan 2005

  54. Resnick, M.: Scratch: programming for all. Commun. ACM. 52(11), 60–67 (2009)

    Article  Google Scholar 

  55. Dondlinger, M.J.: Educational video game design: a review of the literature. J. Appl. Educ. Technol. 4(1), 21–31 (2007)

    Google Scholar 

  56. Ljungkvist, P., Mozelius, P.: Educational games for self learning in introductory programming courses-a straightforward design approach with progression mechanisms. In: Proceedings of the 6th European Conference on Games Based Learning, ECGBL, pp. 285–293 (2012)

    Google Scholar 

  57. Shabalina, O., Malliarakis, C., Tomos, F., Mozelius, P.: Game-based learning for learning to program: from learning through play to learning through game development. In: 11th European Conference on Games Based Learning 2017, Graz, Austria, vol. 11, pp. 571–576 (2017)

    Google Scholar 

  58. Barlett, C.P., Vowels, C.L., Shanteau, J., Crow, J., Miller, T.: The effect of violent and non-violent computer games on cognitive performance. Comput. Hum. Behav. 25(1), 96–102 (2009)

    Article  Google Scholar 

  59. Ferguson, C.J., Trigani, B., Pilato, S., Miller, S., Foley, K., Barr, H.: Violent video games don’t increase hostility in teens, but they do stress girls out. Psychiatr. Q. 87(1), 49–56 (2016)

    Article  Google Scholar 

  60. Malliarakis, C., Satratzemi, M., Xinogalos, S.: CMX: the effects of an educational MMORPG on learning and teaching computer programming. IEEE Trans. Learn. Technol. 10(2), 219–235 (2016)

    Article  Google Scholar 

  61. Osunde, J., Bacon, L., Mackinnon, L.: Gender differences and digital learning games–one size does not fit all. In: International Conference on Gender Research, p. 271 (2018)

    Google Scholar 

  62. Csíkszentmihályi, M.: The Experience of flow in work and play (1975)

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Communication, Quality Management and Information Systems, Mid Sweden University, Östersund, Sweden

    Peter Mozelius

  2. Department of Computer and Geospatial Sciences, University of Gävle, Gävle, Sweden

    Niklas Humble

Authors
  1. Peter Mozelius
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Niklas Humble
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Niklas Humble .

Editor information

Editors and Affiliations

  1. Aalborg University, Aalborg, Denmark

    Anthony L. Brooks

Rights and permissions

Reprints and permissions

Copyright information

© 2023 ICST Institute for Computer Sciences, Social Informatics and Telecommunications Engineering

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

Mozelius, P., Humble, N. (2023). Design Factors for an Educational Game Where Girls and Boys Play Together to Learn Fundamental Programming. In: Brooks, A.L. (eds) ArtsIT, Interactivity and Game Creation. ArtsIT 2022. Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, vol 479. Springer, Cham. https://doi.org/10.1007/978-3-031-28993-4_10

Download citation

  • DOI: https://doi.org/10.1007/978-3-031-28993-4_10

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-031-28992-7

  • Online ISBN: 978-3-031-28993-4

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation