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Title:
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GENDER, GAMES AND SPACE |
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Author(s):
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Suzanne de Castell, Hector Larios and Jennifer Jenson |
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ISBN:
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978-989-8533-68-5 |
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Editors:
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Demetrios G. Sampson, J. Michael Spector, Dirk Ifenthaler and Pedro Isaías |
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Year:
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2017 |
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Edition:
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Single |
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Keywords:
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Game-based learning, spatial abilities, gender, STEM |
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Type:
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Short Paper |
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First Page:
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302 |
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Last Page:
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306 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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We report here a study of spatial learning and action videogame play based on Feng et al.s (2007) finding that 10 hours spent playing an action videogame significantly improved selective attention and mental rotation. Students with above-average scores on measures of spatial abilities, such as mental rotation, prove more successful in Science, Technology, Engineering, and Mathematics (STEM) fields (Lubinski & Benbow 2006), however females demonstrate significantly less ability in mental rotation and spatial navigation than males (Astur et al. 1998) and are, as well, significantly under-represented in STEM subjects and fields (Beede et al. 2011; Hango, 2013). This study aims to better understand the factors that affect abilities to navigate virtual spaces, to identify underlying processes different users bring to bear when navigating virtual environments, and to identify design modifications guiding the development of game-based virtual environments that support improvement in spatial cognition. A Virtual Morris Water Maze is used to assess whether and how playing either FPS (First Person Shooter) or puzzle games appears to impact the navigational performance of male and female participants. Concluding suggestions are (tentatively) offered about specific features of games that appear to support increased success in highly valued STEM subjects and fields and that might assist in re-mediating this persistently gendered disadvantage. |
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