Affiliation:
1. Gonzaga University, USA
Abstract
Girls and women play video games in equal number to boys, yet they continue to be under-represented in the video game industry. The goal of this chapter is to examine initiatives that encourage gender equality in video game design. This chapter argues that the process of becoming a video game designer may have the potential to shift girls' notions of identity. Drawing on research on girls and video game design, as well as analyses of informal programs that teach girls video game design, this chapter emphasizes the intersection of design and identity. This chapter offers directions and recommendations for future research, including the need for expanded understandings of the cultural and democratic benefits of video game design for girls.
Reference74 articles.
1. Afterschool Alliance. (2009). America after 3pm: Key Findings. Retrieved from http://www.afterschoolalliance.org/documents/AA3PM_Key_Findings_2009.pdf
2. Afterschool Alliance. (2012). Afterschool Essentials: Research and Polling. Retrieved from http://www.afterschoolalliance.org/documents/2012/Essentials_4_20_12_FINAL.pdf
3. Design vs. Content: A Study of Adolescent Girls' Website Design Preferences
4. Alison. (2009). Calling all gamer girls. Dance Spirit, 13(2), 24.
Cited by
2 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献
1. GENDER DIFFERENCES AMONG MOG PLAYERS IN THEIR SOCIALISATION PROCESSES;Advanced Education;2018-06-16
2. Considering Diversity in Collaborative Video Game Design Work;Proceedings of the 2016 Annual Symposium on Computer-Human Interaction in Play Companion Extended Abstracts;2016-10-15