Poster Information
| Title | Exploring Meaningful Applications of Games: Games and Game Design as Path Leading Girls to STEM |
| Presenter(s) | Laura Minnigerode |
| Session | Conference Reception, Game Exhibition, and Poster Session |
| Time | Thursday, October 18, 7:00p-10:00p |
| Location | East Lansing Technology Innovation Center |
| Format | Poster Presentation |
| Description | Middle school aged girls from economically disadvantaged and language learner backgrounds are often disengaged from STEM learning, and women are entering STEM careers in surprisingly low numbers, in comparison with the need for workers in this field. This poster presentation, which represents the first part of a longitudinal examination, presents a case study of two sixth grade girls who worked together to design and code an educational social impact video game. They chose the issue of drop out prevention because both girls have a cousin who dropped out of high school pregnant. The theoretical basis for the study is two-fold: we draw upon the work of recent STEM researchers (i.e. Modi and Schoenberg, 2012, GSRI, 2008) who have found that girls 'want to make a difference in the world', and examine how this perspective interacts with the experience of self-efficacy with STEM skills while engaging in the game design process (Bandura, 1977). Is the girls' engagement connected to their aspiration to help make change? How does their mastery experience relate to the development of their career aspirations over time, if at all? (Lent, Brown & Hackett, 1994) The researcher observed the game design classroom of the middle school the girls attend throughout the year, conducted interviews with the girls, and analyzed the students' written reflections. A transcription of the team interview with the students provides particularly clear insight into the girls' experience and perspective on changing the world. The poster will include screens from the students' game to illustrate their perspective. The case study finds a potential connection between the students' desire to make a difference, engagement in the social issue game process, and development of efficacy. The implications for social impact game design as support for STEM career paths are discussed. This case study was conducted in parallel with a quantitative analysis of self-efficacy ratings for all students in the program (N = 189, 98 F, 91 M ). The findings include high levels of engagement and efficacy among the case study students and among girls and language learner students. A longitudinal study will examine subjects' self-efficacy and career goals over time in the course. |