Pink of Blue? Examining gender sensitivity in games - SXSWedu 2016
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The workshop led by Julie Evans focused on gender sensitivity in digital learning and gaming, aiming to explore how girls and boys approach technology differently. Research findings indicated a persistent disconnect between students and educators regarding technology use in learning, with significant gender differences in interests and perceptions. Participants were engaged in discussions and evaluations of digital content to promote greater gender sensitivity in educational games.
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Pink of Blue? Examining gender sensitivity in games - SXSWedu 2016
- 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 #sxswedu @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
- 9. Late afternoon warm up activity
- 10. Three truths and a lie
- 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.
- 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 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 What have we learned over the past 13 years?
- 19. Social–based learning Un–tethered learning Digitally–rich learning Students & Digital Learning Personalize d Learning Student Vision for Digital Learning
- 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
- 28. Are you interested in a career in a STEM fie 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% Sometim es 33% 32% 29% 31% Rarely + never 43% 35% 56% 45%
- 34. Let’s play a game! Win the Whitehouse https://www.brainpop.com/gam es/winthewhitehouse/
- 36. Gender terminology Relative to education and learning Gender sensitive Gender responsive Gender transformative Gender awareness Gender blind Gender specific Gender unequal
- 37. Gender terminology Relative to education and learning Gender sensitive 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 gam 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 conten 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 gam
- 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/sortifyworldchangingwo men/ Do I Have a Right?: https://www.brainpop.com/games/doihavearight/ Argument Wars: https://www.brainpop.com/games/argumentwars/
- 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 [email protected] 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.