A Case Study of Mobile Game Based Learning Design for Gender Responsive STEM Education
Authors: Raluca Ionela Maxim
Designing a gender responsive Science, Technology, Engineering and Mathematics (STEM) mobile game based learning solution (mGBL) is a challenge in terms of content, gamification level and equal engagement of girls and boys. The goal of this case study was to research and create a high-fidelity prototype design of a mobile game that contains role-models as avatars that guide and expose girls and boys to STEM learning content. For this research purpose it was applied the methodology of design sprint with five-phase process that combines design thinking principles. The technique of this methodology comprises smart interviews with STEM experts, mind-map creation, sketching, prototyping and usability testing of the interactive prototype of the gender responsive STEM mGBL. The results have shown that the effect of the avatar/role model had a positive impact. Therefore, by exposing students (boys and girls) to STEM role models in an mGBL tool is helpful for the decreasing of the gender inequalities in STEM fields.Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 77
 L. E. Suter, & G. Camilli, (2019). International Student Achievement Comparisons and US STEM Workforce Development. Journal of Science Education and Technology, 28(1), 52–61.
 D. Topalli., N.E. Cagiltay (2018). Improving programming skills in engineering education through problem-based game projects with Scratch. Computers & Education, 120, 64–74.
 G. Girard, J. Ecalle, and A. Magnan. (2013) Serious games as new educational tools: How effective are they? A meta-analysis of recent studies. J. Comput. Assist. Learn.29, 3, 207-219.
 C. G. V. Wangenheim and F. Shull, To game or not to game? IEEE Software, vol. 26, no. 2, pp. 92-94, 2009.
 M. R. A. Souza, V. L, R. Moreira, E. Figueiredo and H. Costa, "Games for Learning: Bridging Game-related Education Methods to Software Engineering Knowledge Areas," in International Conference on Software Engineering (ICSE) Software Engineering Education and Training Track (SEET), Buenos Aires, 2017.
 B.J. Omotosho (2013) Gender Balance. In: Idowu S.O., Capaldi N., Zu L., Gupta A.D. (eds) Encyclopedia of Corporate Social Responsibility. Springer, Berlin, Heidelberg.
 J.L. Cundiff, T.K. Vescio, E. Loken, L. Lo (2013). Do gender–science stereotypes predict science identification and science career aspirations among undergraduate science majors? Soc. Psychol. Educ. 16, 541–554.
 B. Ertl, Luttenberger, M. Paechter. The impact of gender stereotypes on the self-concept of female students in stem subjects with an under-representation of females. Front. Psychol. 8:703. 2017
 E. Sari, A. Tedjasaputra. Mobile learning: Enhancing social learning amongst millennials. In proceedings of Proceedings of Asian CHI Symposium 2019: Emerging HCI research collection (AsianHCI’19) (pp. 153–160). New York, NY: Association for Computing Machinery.
 J. Knapp, J. Zeratsky, & B. Kowitz,. (2016). Sprint: How to Solve Big Problems and Test New Ideas in Just Five Days: Bantam Press.
 G. J. Hwang, H.-F. , Chang. A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students. Computers & Education, 56(4), 1023–1031, 2011