Battling gender stereotypes: A user study of a code-learning game, "Code Combat, " with middle school children. (October 2019)

• Record Type: Journal Article
• Authors: Yücel, Yeliz; Rızvanoğlu, Kerem
• Is Part Of: Computers in human behavior. Volume 99(2019)
• Page Start: 352
• Page End: 365
• Publication Date: 2019-10
• Subjects: User experience (UX) -- Digital gender divide -- Gender stereotypes -- Stereotype threat -- Games -- Serious games; Interactive computer systems -- Periodicals; Man-machine systems -- Periodicals; 004.019
• DOI: 10.1016/j.chb.2019.05.029
• Languages: English
• ISSNs: 0747-5632

Abstract

Abstract: Gender has been consistently controlled as a variable in usability and playability tests. However, there is no consensus on whether and how gender differences should influence the design of digital environments. According to some research, digital environments may be unintentionally designed especially for males as a result of the existing gender biases which risks reproducing gender-polarized culture in a computational field. This study attempts to highlight that females are still being negatively affected by existing gender stereotypes and prescribed gender identities despite relatively equal access and use of computer technology. This qualitative study aims to provide insights about the first-time user experience in a home environment of 16 middle school children in Turkey (8 males - 8 females), aged between 11 and 14 years, with a code learning game named "Code Combat". The analysis is supported with complementary quantitative findings. The present study investigates the participants' conceptualizations and opinions toward coding concept and this specific coding game. Further, it explores how existing gender stereotypes and gender biased expectations impact their behaviors and attitudes in the context of game experience. Our results indicated that perceived computer competence and perceived coding difficulty had important effects on the participants' performance relatedly with their gender identity. According to our findings, there are important gender differences to be found in our 9 constructs, namely; perceived computer competence, perceived coding difficulty, identification, perceived game difficulty, perceived success, level of enjoyment, level of anxiety, the likelihood of playing it another time and the likelihood of trying new features. Highlights: Assessing how gender differences are reproduced in a code-learning game is an unexplored category for player experience. Existing traditionally male-positive stereotypes affect participants' code learning game experience and performance. Girls exposed to a stereotypically male-targeted code learning game will distance themselves from coding concept. Girls' interest or success in a computational area is associated with not being an ordinary female.