University of Wolverhampton
Browse
Collection All
bullet
bullet
bullet
bullet
Listed communities
bullet
bullet
bullet
bullet
bullet
bullet
bullet
bullet
bullet
bullet
bullet
bullet
bullet

Wolverhampton Intellectual Repository and E-Theses > School of Technology > School of Computing and IT > Game Simulation and Artificial Intelligence Centre (GSAI) > Videogame Based Learning and the Problem of Gender Equity: Exemplifying an Androgynous Approach to Developing Computer Science E-Learning Games in Higher Education

Please use this identifier to cite or link to this item: http://hdl.handle.net/2436/41784
    Del.icio.us     LinkedIn     Citeulike     Connotea     Facebook     Stumble it!



Title: Videogame Based Learning and the Problem of Gender Equity: Exemplifying an Androgynous Approach to Developing Computer Science E-Learning Games in Higher Education
Other Titles: Proceedings of CGAMES’2008
Authors: Nte, Sol
Citation: In: Mehdi, Q., Moreton, R. and Slater, S. (eds), Proceedings of CGAMES’2008. 13th International Conference on Computer Games: AI, Animation, Mobile, Educational and Serious Games. Light House Media Centre, Wolverhampton, UK, 3-5 November 2008.
Publisher: University of Wolverhampton, School of Computing and Information Technology
Issue Date: 2008
URI: http://hdl.handle.net/2436/41784
Additional Links: http://www.cgames.org/
http://www.wlv.ac.uk/Default.aspx?page=14750
Abstract: Several authors have considered those virtual spaces in which videogames take place as being gendered and videogames themselves as gender specific (e.g. Jenkins, 1999; Subrahmanyam & Greenfield, 1994; Hartmann & Klimmt, 2006). Videogames are often considered to be an entry path into computer literacy for young people (Greenfield & Cocking, 1996; Kiesler et Al. 1985), if this is the case then to some degree first year undergraduate computer literacy is likely to be informed by videogame experiences. Videogames can be considered to be one of the most “engaging intellectual pastimes that we have invented” (Prensky, 2004) which suggests successful videogames as a useful model for developing sound E-Learning applications (Ebner & Holzinger 2007) . However since E-Learning must be careful to avoid gender bias in the presentation of learning resources, any adoption of a videogame development model must undergo a process of “ungendering” wherein game models are analysed in terms of gender equity and suitably corrected. An actively androgynous “games for gamers” not specific genders (Subrahmanyam & Greenfield, 1999) approach is proposed and exemplified to consider how the game developer can avoid producing learning games that have some form of gender bias in the degree to which they are effective. This paper examines the preparatory theoretical work in the development of a pilot study that employs an androgynous software approach to avoid those effects of gendering originating in videogames which can negatively affect games based E-Learning. The analysis is presented from a software development perspective and documents the theoretical considerations that led to the development of the “Class Solitaire” demo - a version of the popular “solitaire” videogame designed to teach java subclassing to first year undergraduates.
Type: Meetings & Proceedings
Language: en
Keywords: Gender equity
E-learning
Games based learning
Videogame
Software development
Computer science teaching
Object oriented programming
ISBN: 978-0-9549016-6-0
Appears in Collections: Game Simulation and Artificial Intelligence Centre (GSAI)

Files in This Item:
File Description Size Format View/Open
CGAMES_Nov08_SolNte.pdf711KbAdobe PDFThumbnail
View/Open
CGAMES_Nov08 cover.pdf540KbAdobe PDFThumbnail
View/Open

All Items in WIRE are protected by copyright, with all rights reserved, unless otherwise indicated.

 

Fairtrade - Guarantees a better deal for Third World Producers

University of Wolverhampton, Wulfruna Street, Wolverhampton, WV1 1LY

Course enquiries: 0800 953 3222, General enquiries: 01902 321000,
Email: enquiries@wlv.ac.uk | Freedom of Information | Disclaimer and copyright | Website feedback | The University as a charity

OR Logo Powered by Open Repository | Cookies