A Study of Girls’ and Young Women’s Electronic Information Design and Content Preferences
(Continued)
Computer Games
Part III of this project moved the GirlsTech research into the arena of
computer games. Based on a literature review relating to girls’
and young women’s game use behaviors, the project investigator identified
six major related issues.
ISSUE #1:
THE COMPUTER GAME GENDER RIFT
Most researchers agree that preschool children of both sexes exhibit equal
interest in computer games, but that as girls mature, their game interest
and time investments decline (i.e. Comber, Colley, Hargreaves, & Dorn,
1997; Dorman, 1998; Funk & Buchman, 1996; Giaquinta, Bauer, &
Levin, 1993; Leong & Hawamdeh, 1999; Mumtaz, 2001). Girls’ general
lack of interest in computer games can be an introduction to a life in
which technology plays a less significant role than it does for their
male counterparts.
ISSUE #2: REPRESENTATIONS OF
FEMALES IN COMPUTER GAMES
Research has shown that most video game characters are male and that when
female characters are used, they are often portrayed negatively (Deitz,
1998; Douglas, Dragiewicz, Manzano, & McMullin, 2002; Provenzo, 1991).
Deitz (1998) suggested that negative representations of female characters
can lead game users to internalize stereotypes of women as weak, easily
victimized people, causing them to think of violence and victimization
as normal, acceptable aspects of life.
ISSUE #3: COMPUTER GAMES AND
ACADEMIC ACHIEVEMENT
Early computer game experience can serve as motivation to study computer
programming (Culley, 1993). It follows that young people who play games
are more likely to study computer science and enter computer-related careers.
Indeed, experience in computer games is one predictor of success in a
college level computer science course (Wilson, 2002). Increased video
game practice can also lead to improvement in spatial skills (Subrahmanyam
and Greenfield, 1996).
ISSUE #4: NEGATIVE EFFECTS OF
VIOLENT GAMES
Funk and Buchman (1996) surveyed seventh-grade girls and boys about their
favorite video and computer games and the time they averaged playing computer
games each week. They found that “For girls, inverse relationships
were found between typical time commitment and perceived Scholastic Competence,
Behavioral Conduct, Social Acceptance, Athletic Competence, and Global
Self-Worth (self-esteem)” (p. 28). This research indicates that
adults should take care to lead young females toward non-violent games,
especially games that portray female characters in a positive light.
ISSUE #5:
GIRLS’ PREFERENCES IN COMPUTER GAME CONTENT
A number of studies have examined girls’ and young women’s
preferences in computer game content (Agosto 2002; De Jean, Upitis, Koch,
& Young, 1999; Inkpen et al., 1994; Kafai, 1996, 1998; Lawry et al.,
1994; Miller, Chaika, & Groppe, 1996; Subrahmanyam & Greenfield,
1998). An analysis of these studies indicates that girls and women tend
to favor the following characteristics in computer game content:
- Games that avoid the conflict between good and evil;
- Games that center on storylines and character development;
- Games that are not competitive in nature;
- Games that use real-life locales;
- Games that feature strong female characters who are in charge of decisions and actions;
- Games that enable users to play the role of main character, either through self-identification or through the power to make decisions;
- Games that focus on human relationships;
- Games with some educational value, as opposed to those designed purely for entertainment;
- Games containing nonviolent action;
- Games that reflect girls’ common play patterns.
ISSUE #6:
GIRLS’ PREFERENCES IN COMPUTER GAME DESIGN
Other studies have examined girls’ and young women’s preferences
in computer game design (Inkpen et al., 1994; Heyman & Berstein, 1996;
Miller, Chaika, & Groppe, 1996; Jackson, Ervin, Gardner, & Schmitt,
2001). Combining these studies indicates that girls tend to favor the following
characteristics in computer game design:
RECOMMENDATIONS
In order to address these six issues, the project investigator recommends
the following actions:
- Spread the word about the importance of the girls and computer game issue. Share the results of this research with teachers, parents, and librarians. Discuss the issue of gender and computer games with girls and women.
- Create a Girls and Computer Games club. Schools, libraries, neighborhoods, and online communities are good places to recruit members.
- Help nurture future computer game designers sensitive to girls’ needs. Encourage girls and women to design their own games today, and they may become professional game designers tomorrow.
- Be conscious of the messages that computer games convey. Search for games that feature female characters in positive roles, and discuss negative representations of female characters with female and male game users.
- Encourage girls to play non-violent games. Remember that violent games can do damage to girls’ self-esteem.
- Educate girls about computers and computer science. Enroll them in computer classes and workshops that teach computer programming or systems design.
- Encourage girls to use computers together. Playing a game with a friend can be a confidence boost.
- Model computer game usage. Play games with girls, sent them email, and use computers in their presence.
- Seek computer games with content likely to appeal to girls. Look for games that portray the content features discussed under issue #5, above.
- Host a contest for the best new storyline and cast of characters for a computer game. Such a contest can capitalize on girls’ interest in stories and relationships.
- Encourage girls and women to write essays explaining which computer game characters are the most like themselves and why, or essays explaining which game characters they would most like as friends and why. This activity can foster girls’ personal identification with existing game characters.
- Locate computer games with design features likely to appeal to girls. Look for games that portray the design features discussed under issue #6, above.
- Make computer use a social activity. Start a computer pen pal group, or encourage girls and women to use computers together during their free time.
- Take advantage of girls’ interest in graphics and multimedia. Encourage them to use digital cameras and then teach them digital editing skills.
Make computer use fun. Encourage girls and women to associate computers with personal enjoyment.
Above all, it is crucial for adults to help girls and young women select computer games that will fulfill their intellectual and entertainment needs while helping to build computer skills. The GirlsTech Model can facilitate this selection process. As Inkpen et al. (1994) wrote nearly a decade ago, “The challenge then is to design electronic games which appeal to girls—that is, emphasize relationships and build confidence—while simultaneously engaging them in sound mathematics and science activity” (p. 400). This statement remains true today.
