Article 1: The Role of Gender in the Design of Electronic Learning Environments for Children

Summary: 

This article discusses research completed about how each gender uses computer games to create their own experiences.  Mostly what we see in terms of educational software for kids are war, conquest or/and competition games geared for boys.  However, the market for girl’s games has been created as such that it is called ‘pink software’; games that play to the interests of specifically girls such as fashion, dating or/and personality tests.  With these segregated games and new technology being developed, it was time to challenge the stereotypes of learning games and tap into a learning game that could challenge boys and girls without the need to separate them.  After constructing research, The Center for Children and Technology (CCT) found ways to play to the virtual world that boys tend to desire and make it more pleasing for girls in a virtual community as well.  This software, called Imagination Place! in KAHooTZ, focuses on the general user’s creativity and desires rather than focusing on a given stereotypic behavior.  According to the article, “KAHooTZ is an Internet-based, multimedia construction environment that allows children to create computer games or cartoons which children can show to and discuss with one another.”  There is a large collection of clipart, easy animation tools and sound effects that the children can choose from in order to simply put their animations together without getting frustrated at the process.  While this program still has its issues and bugs to work out, the learning environment that this game gives children is beneficial to their development; not as simply boys and girls, but as actual people constructing their own knowledge through educational gaming.

Response:

I have always been interested in how varying education techniques affect boys and girls differently.  In my undergraduate career, I did a Thesis on the effects of differentiating discipline between girls and boys in the classroom.  What I have seen across different formats is that, while boys and girls benefit and react to stimuli differently, they benefit most from being treated as equal students as long as their general needs were met.  In my thesis studies, I suggested that teachers can implement the same type of discipline as long as they knew why it worked for both boys and girls.  For example, if a teacher took away recess time as a discipline, it would be discipline for boys because their time to be kinesthetic and run around is decreased and for girls the time to meet and talk with friends is decreased.  These behaviors are what each gender generally desires to do at recess time.  By creating software that is common ground for all students; it creates an even playing field and is less likely to promote those gender differences.  I could not find more information on this program as this article is 13 years old.  However, this type of research is important for the teachers to consider in this technology driven world.  If we can develop software that benefits all students, then we should invest in the equal opportunity for both boys and girls equally.

 APA Citation:

Bennett, D. & Brunner, C., (August 1, 2000). The role of gender in the design of electronic learning environments for children. Technology & learning. Retrieved on April 8, 2013, from  http://cct.edc.org/publications/role-gender-design-electronic-learning-environments-children