Abstract:

Learning games have become mainstream in many educational contexts, where one of them is programming education. Today there exists a wide variety of games where the players can learn about different programming concepts. However, earlier research reports that far from all these games appeal to a female audience. If game-based learning should reach the identified potential of a highly motivating learning environment, the game design must be an inclusive one where girls feel welcome. This study examines three games for learning fundamental programming in a test group with girls only in an after-school Maker community. The research question in the study was: "Which game design concepts do girls find appealing?"

Data were collected through interviews with girls in a makerspace after testing 3 games on computer programming. The games tested were: Minecraft Code Builder, Code Combat, and Imagilabs. The interviews focused on the girl’s perceptions of the games and of programming. Thematic analysis with a six-phase process of coding were used to analyse the collected data and cluster the codes in themes that supported in answering the aim and research question.

The study shows that all three games were perceived as engaging and that they supported development of programming skills. When asking which of the three games the girls would like to spend more time on to learn programming, opinions were divided. The girls also disagreed on which type of game graphics they found most appealing. However, findings indicate that there are clear patterns in what game design concepts the girls find important. Firstly, the game should be easy in the beginning with increasing difficulty, even for those with previous experience in programming. Secondly, the game should encourage exploration and creativity in playing and programming. Lastly, the possibility for customization and an engaging backstory were also appreciated by the girls in the study. These findings are recommended to take into consideration in future game development.

Keywords:

Game-based learning, Learning games, Inclusive design, Girls and games, Programming education.