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Gender Differences When School Children Develop Digital Game-based Designs: A Case Study
Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).ORCID iD: 0000-0002-1147-5736
Aalborg University, Aalborg, Denmark.ORCID iD: 0000-0001-7286-0876
2020 (English)In: HCI in Games: Second International Conference, HCI-Games 2020, Held as Part of the 22nd HCI International Conference, HCII 2020, Copenhagen, Denmark, July 19–24, 2020, Proceedings / [ed] Xiaowen Fang, Heidelberg: Springer, 2020, Vol. 12211, p. 186-201Conference paper, Published paper (Refereed)
Abstract [en]

With the increased emergence of digital technology in the school context it is important to be aware of the fact that children’s use of digital technologies is conditioned by gender. In this paper we investigate how gender differences emerge in collaborative interactions between 9 to 10-year-old school children while collaboratively working on developing digital game-based designs. The unit of analysis is game design activities with a focus on children’s gendered actions, positionings and agency while collaborating and working with problem solving activities. The research questions posed in the study are: (1) What gender-related patterns emerges in collaborative interaction exhibited by 9 to 10-year-old school children while collaboratively engaged in a digital game-based design workshop involving problem solving activities? (2) How do 9 to 10-year-old girls and boys position themselves while collaboratively engaged in a digital game-based design workshop involving problem solving activities? (3) How do 9 to 10 year-old girls and boys employ their agency while collaboratively engaged in a digital game-based design workshop involving problem solving activities? The results of this study imply that children’s agency oscillate between individual freedom and the constraint of traditional gender patterns while collaboratively engaged in a digital game-based design workshop involving problem solving activities. As a consequence, this tends to affect the children’s participation and contribution to the given task. © Springer Nature Switzerland AG 2020.

Place, publisher, year, edition, pages
Heidelberg: Springer, 2020. Vol. 12211, p. 186-201
Series
Lecture Notes in Computer Science, ISSN 0302-9743, E-ISSN 1611-3349
Keywords [en]
Agency Collaboration, Digital game-based design, Gender differences, Problem solving, School children
National Category
Other Social Sciences
Identifiers
URN: urn:nbn:se:hh:diva-42912DOI: 10.1007/978-3-030-50164-8_13Scopus ID: 2-s2.0-85088747573ISBN: 978-3-030-50163-1 (print)ISBN: 978-3-030-50164-8 (print)OAI: oai:DiVA.org:hh-42912DiVA, id: diva2:1456329
Conference
2nd International Conference on HCI in Games, HCI-Games 2020, held as part of the 22nd International Conference on Human-Computer Interaction, HCII 2020, Copenhagen, Denmark/virtual), 19-24 July 2020
Available from: 2020-08-04 Created: 2020-08-04 Last updated: 2020-08-21Bibliographically approved

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Sjöberg, Jeanette

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