Gaming in the Classroom: Gender Considerations and Promoting STEM Careers
Lorraine Beaudin, Gail Bailey, University of Lethbridge, Canada
Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Given the potential for gaming to enhance collaboration and student learning, it comes as no surprise that education and learning theorists are suggesting that gaming could be useful in education (Kinzie, & Joseph, 2008). As research in game-based learning continues to expand, discussions examining the potential for gaming to increase student participation in STEM have also risen. Past research has found that there is a gender gap in science, technology, engineering, and math (STEM) careers (Arnold & Niederman, 2001). Accordingly, when considering the use of video games in the classroom there must be some attention paid to gender differences. This paper will provide a brief overview of the potential benefits of gaming in education, highlight some of the gender issues in gaming; and discuss the importance of game design for both enhancing learning and influencing students’ future participation in STEM careers.
Beaudin, L. & Bailey, G. (2013). Gaming in the Classroom: Gender Considerations and Promoting STEM Careers. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 2684-2691). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE).