{"title":"A Case Study of Mobile Game Based Learning Design for Gender Responsive STEM Education","authors":"Raluca Ionela Maxim","volume":170,"journal":"International Journal of Educational and Pedagogical Sciences","pagesStart":189,"pagesEnd":193,"ISSN":"1307-6892","URL":"https:\/\/publications.waset.org\/pdf\/10011839","abstract":"<p>Designing a gender responsive Science, Technology, Engineering and Mathematics (STEM) mobile game based learning solution (mGBL) is a challenge in terms of content, gamification level and equal engagement of girls and boys. The goal of this case study was to research and create a high-fidelity prototype design of a mobile game that contains role-models as avatars that guide and expose girls and boys to STEM learning content. For this research purpose it was applied the methodology of design sprint with five-phase process that combines design thinking principles. The technique of this methodology comprises smart interviews with STEM experts, mind-map creation, sketching, prototyping and usability testing of the interactive prototype of the gender responsive STEM mGBL. The results have shown that the effect of the avatar\/role model had a positive impact. Therefore, by exposing students (boys and girls) to STEM role models in an mGBL tool is helpful for the decreasing of the gender inequalities in STEM fields.<\/p>\r\n","references":"[1]\tL. E. Suter, & G. Camilli, (2019). International Student Achievement Comparisons and US STEM Workforce Development. Journal of Science Education and Technology, 28(1), 52\u201361.\r\n[2]\tD. Topalli., N.E. Cagiltay (2018). Improving programming skills in engineering education through problem-based game projects with Scratch. Computers & Education, 120, 64\u201374. \r\n[3]\tG. Girard, J. Ecalle, and A. Magnan. (2013) Serious games as new educational tools: How effective are they? A meta-analysis of recent studies. J. Comput. Assist. Learn.29, 3, 207-219. \r\n[4]\tC. G. V. Wangenheim and F. Shull, To game or not to game? IEEE Software, vol. 26, no. 2, pp. 92-94, 2009.\r\n[5]\tM. R. A. Souza, V. L, R. Moreira, E. Figueiredo and H. Costa, \"Games for Learning: Bridging Game-related Education Methods to Software Engineering Knowledge Areas,\" in International Conference on Software Engineering (ICSE) Software Engineering Education and Training Track (SEET), Buenos Aires, 2017.\r\n[6]\tB.J. Omotosho (2013) Gender Balance. In: Idowu S.O., Capaldi N., Zu L., Gupta A.D. (eds) Encyclopedia of Corporate Social Responsibility. Springer, Berlin, Heidelberg.\r\n[7]\tJ.L. Cundiff, T.K. Vescio, E. Loken, L. Lo (2013). Do gender\u2013science stereotypes predict science identification and science career aspirations among undergraduate science majors? Soc. Psychol. Educ. 16, 541\u2013554.\r\n[8]\tB. Ertl, Luttenberger, M. Paechter. The impact of gender stereotypes on the self-concept of female students in stem subjects with an under-representation of females. Front. Psychol. 8:703. 2017\r\n[9]\tE. Sari, A. Tedjasaputra. Mobile learning: Enhancing social learning amongst millennials. In proceedings of Proceedings of Asian CHI Symposium 2019: Emerging HCI research collection (AsianHCI\u201919) (pp. 153\u2013160). New York, NY: Association for Computing Machinery.\r\n[10]\tJ. Knapp, J. Zeratsky, & B. Kowitz,. (2016). Sprint: How to Solve Big Problems and Test New Ideas in Just Five Days: Bantam Press.\r\n[11]\tG. J. Hwang, H.-F. , Chang. A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students. Computers & Education, 56(4), 1023\u20131031, 2011","publisher":"World Academy of Science, Engineering and Technology","index":"Open Science Index 170, 2021"}