Understanding the relationship between gender and computer games is essential for creating computer games that will function as successful educational tools. The key issues within the relationship relate to gender preferences towards different game types, frequency of game play of each gender, and gender representation within computer games. For educational games to be successful learning resources, they must be of a high quality and contain themes that appeal to the game preferences of both genders. This suggests a more research-focused role for computer game developers, as well as a greater role for educators within the game development process.
Most researchers have come to agree that although boys and girls be equally skilled at using computers and computer games, boys are more likely that girls to choose to play with them, and children of both sexes consider both computers and computer games to be “boys’ toys� (Cassell & Jenkins in Agosto, 2004:9). This is a concern when considering incorporating computer games into an education system. However, through understanding the causes of the gaming gender rift, educators and game developers can create successful educational computer games that appeal to both genders.
The main identified causes of the gender rift stem from misguided social preconceptions and unbalanced gender representation in games. The social preconception of computer games being for boys isn’t without some element of truth. Research has shown that computer gaming has played a major role in the lives of many boys, but is usually a passing interest for a smaller group of girls. It has often been suggested that this is due to the fact that ‘most computer games have been designed for, and marketed to boys (Agosto, 2004:9). This is disadvantaging girls, with ‘girls’ generally shallower interest in computer gaming being an introduction to a life in which technology plays a less significant role than it does for boys’(Agosto, 2004:8). With a society that places increasing focus on technology as being the way of the future, it could be considered that girls are being left behind.
Research into gender and computer games has also determined that each gender has significantly different preferences for types of computer games. Girls exhibit a strong preference for real-life locales (such as houses or neighborhoods), while boys favour fantasy locales (such as warp zones or Pac Man settings) (Agosto, 2004:10). In a large study on the thematic issues of gender and computer games, it was also discovered that while boys favoured fighting games, girls had a preference for games that focused on human relationships’(Agosto, 2004:11). The quality of graphics and the multimedia was also of great importance to girls and played a massive role in determining their interest is computer games as a form of entertainment, which is an important issue for game developers to understand.
The gender representation within computer games is possibly the area of most discussion when considering technology and gender. Research has shown that most videogame characters are male and that when female characters are used, they are often portrayed negatively (Deitz in Agosto, 2004:12). This is another reason why girls are less drawn to computer games as a form of entertainment. It is common within computer and video games that female characters are either in the role of ‘damsel in distress’ or are victims or prizes. Educational computer games must represent both genders as equal. For this reason, many computer game designers have used animal characters or non-gender specific characters as tour guides through educational games.
The issue of gender within computer games is complex, and indicates a greater social responsibility for educators and game developers to understand, and be sensitive to the needs of the audience, and also regulate game content effectively. Another important area of concern within computer games is racial representation, and the same considerations for equal representation must be noted.
Reference:
Agosto, D.E. (2004) ‘Girls and gaming: a summary of the research with implications for practice.’ Teacher Librarian, vol.31, no.3, pp.8-14. [Online] Available: Academic Research Library Database. [Accessed 4 Aug. 2004].
Useful Links: Video Game Theory Forum:- http://www.ludology.org
Education Arcade [Homepage of The Games-To-Teach Project] http://www.educationarcade.org
Game Studies Online:Homepage of the International Journal of Computer Game Research:- http://www.gamestudies.org
--Dannii Foley 10:29, 29 Oct 2004 (EST)
