Contrary to what we may want to believe, emerging research indicates that use of digital tools and content within learning is not gender-blind. While girls and boys share a common interest in technology to support personalized learning, their uses of and aspirations for digital learning are often quite different. This is especially true with game-based learning. In this workshop, we will roll up our sleeves and interact with a variety of games that are popular in education. Using a new evaluation tool, participants will gain an insider perspective on gender-bias or sensitivity within games by examining the characterization, imagery and language, storyline and results of the game play.

1. Pink or Blue?
Examining gender sensitivity in
games
Julie Evans
@JulieEvans_PT
CEO, Project Tomorrow
March 8, 2016

2. Today’s Workshop:
 Introduction to today’s workshop
 Setting the context with research data
 Reviewing gender terminology and issues
 Let’s play some games!
 Your ideas/comments/questions

3. Mission: To ensure
that today’s
students are
prepared to
become tomorrow’s
leaders, innovators
and engaged
citizens of the
world
Project Tomorrow, a global education
non-profit organization

4. Our Programs:
Focus on learning experiences – in and
out of school
o Research & evaluation studies
o School & community programs
o Policy advocacy for STEM and
digital learning

5. www.brainpop.com
BrainPOP

6. Be part of the discussion!
@SXSWEDU #sxswedu
@SpeakUpEd
@BrainPOP
#pinkbluegames

7. Workshop Goals:
 Explore if gender differences exist in how girls
and boys approach digital learning
 Learn about gender-sensitivity within digital
content and games used for learning
 Gain first hand experience evaluating gender-
sensitivity within game play
 Explore new considerations for how to design,
implement and/or evaluate game-based
learning with greater gender-sensitivity

9. Late afternoon warm up activity

10. Three truths and a lie

11. Are there
gender
differences in
how girls and
boys use
technology for
learning?
With a neighbor, first discuss this question:

12. Three truths and a lie
Which one is not
true?
1. Boys are more likely to rate their technology
skills as advanced than girls.
2. More girls than boys say they are interested in
participating in an after school STEM program.
3. Girls and boys in elementary school are more
interested in learning how to code than their
older peers.
4. Girls are playing online or digital games more
frequently than boys to self-direct learning.

14. Are there gender differences in how
girls and boys use technology for
learning?
Setting the context
Speak Up Research Project findings
from 415,000 K-12 students from
fall 2015

15. Annual research project
 Using online surveys + focus groups
 Surveys for: K-12 Students, Teachers, Parents,
Administrators, Community Members
 Special: Pre-Service Teachers in Schools of
Education
 Open for all K-12 schools and schools of education
 Schools, districts & colleges receive free report
with their own data
 Questions about how eLearning = 21c education
Speak Up Research Project
4.5 million
surveys
since 2003
Data informs: policies,
programs, funding at
local, state and federal
levels

16.  Learning & Teaching with Technology
 College and Career Ready Skills
 Students’ Career Interests in STEM
 Professional Development / Teacher Preparation
 Internet Safety / Data Privacy Issues / Homework Gap
 Administrators’ Challenges / Bandwidth Capacity
 Emerging Technologies both in & out of the Classroom
 Mobile Devices, Online Learning, Digital Content, E-texts
 Educational Games, Social Media tools and apps
 New Classroom Models, Print to Digital, Online
Assessments
 Designing the Ultimate School/Classroom
Speak Up survey question themes

17. K-12 Students
415,686
Teachers & Librarians 38,613
Parents (in English & Spanish) 40,218
School/District Administrators/Tech Leaders
4,536
Community Members 6,623
About the participating schools & districts
o 7,825 schools and 2,676 districts
Speak Up 2015 national participation:
505,676

18.  Students function as a “Digital Advance Team”
 Students regularly adopt and adapt emerging
technologies for learning
 Students’ frustrations focus on the
unsophisticated use of technologies within
education
 Persistent digital disconnect between students
and adults
 Exacerbation of lack of relevancy in current
education
 Students want a more personalized learning
What have we learned over the past 13 years?

19. Social–based learning
Un–tethered learning
Digitally–rich learning
Students & Digital Learning
Personalize
d Learning
Student Vision for Digital Learning

20. Current uses of technology for learning
Four types of technology usage by students:
 In school:
o teacher directed
o student self – initiated
 Out of school time:
o supporting schoolwork
o supporting personal learning

21. Sample Digital Activities
Gr 6-8
Girls
Gr 6-8
Boys
Take tests online 64% 61%
Use Google Apps for
Education
48% 46%
Watch teacher created
videos
31% 29%
Use online curriculum 17% 18%
What are examples of teacher-facilitated
technology use by students?

22. Using technology in my classes
increases my interest in
learning
Agree:
54% of boys in
middle school
students
52% of girls in
middle school

23. In their own words … how both girls and boys
value digital learning
As a result of using technology for learning, I am …
Developing new skills
• Creativity
• Critical thinking and problem solving
Changing my learning behavior
• More likely to complete homework
• Collaborating more with my classmates
• Communicating with my teacher more often
• Participating more in class discussions
Enhancing my self-efficacy as a learner
• Learning at my own pace
• Learning in a way that fits my learning style
• In control over my learning

24. 0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
Online classes
Tablets
Digital textbooks
Games
Schoolwide Internet
Gr 9-12 Boys Gr 9-12 Girls Gr 6-8 Boys Gr 6-8 Girls
Girls and boys share a common vision for the
use of technology in their ultimate school

25. Current uses of technology for learning
Four types of technology usage by students:
 In school:
o teacher directed
o student self – initiated
 Out of school time:
o supporting schoolwork
o supporting personal learning

26. Sample Digital Activities
Grades
6-8 Girls
Grades
6-8 Boys
Look up info on a mobile
device – in class
45% 37%
Text classmates for help 47% 29%
Find videos to help with
homework
37% 31%
Take photos of assignments 29% 22%
Use social media sites to
facilitate peer collaborations
26% 20%
What are examples of student self-directed
technology use to support learning?

27. Designing the ultimate science classroom –
what would be most effective for your
learning?
Boys say:
 Having a
teacher with
field
experiences
 Doing science
competitions
 Using online
simulations
Girls say:
 Taking field
trips to places
where science
happens
 Working with
peers on
projects
 Using real

28. Are you interested in a career in a STEM fie
24%
17%
38%
21%
17%
15%
36%
32%
Not interested
No opinion
Somewhat interested
Very interested
Boys Girls

29. What would be most helpful in
exploring a STEM career?
Girls Boys
Traditional Approaches:
o Get real life experience – p/t job,
internship, volunteering
77% 66%
o Take field trips to see career in action 68% 58%
o Participate in an after school program 41% 32%
New Digital Approaches:
o Watch videos about different careers 50% 50%
o Play a digital or online game about a
career
40% 46%
o Earn a micro credential or badge 13% 22%

30. Student interest in learning how to code
Yes, I am
interested in
learning how to
code or program a
computer
Girls Boys
Grades 3-5 55% 62%
Grades 6-8 46% 57%
Grades 9-12 37% 51%
Sweet spot for nurturing interest is
Grades 3-5!

31. Students’ perceptions of their technology
skills: differences by grade grouping and
gender
Advanced Average Beginner
Gr 3-5 Girls 22% 61% 17%
Gr 3-5 Boys 34% 52% 14%
Gr 6-8 Girls 19% 76% 4%
Gr 6-8 Boys 34% 62% 4%
Gr 9-12 Girls 19% 78% 3%
Gr 9-12 Boys 37% 59% 4%

32. Students’ use of digital tools to self-direct
learning outside of school
Typical activities:
o Research a website to learn more about a topic
o Watch a video to learn how to do something
o Use social media to identify people with like interests
o Use online writing tools to improve writing skills
o Post questions on discussion boards
o Play an online game or virtual simulation activity

33. Students’ use of digital tools to self-direct
learning outside of school
o Play an online game or virtual simulation activity
Gr 6-8
Girls
Gr 6-8
Boys
Gr 9-12
Girls
Gr 9-12
Boys
All the
time +
often
24% 33% 16% 24%
Sometim
es
33% 32% 29% 31%
Rarely +
never
43% 35% 56% 45%

34. Let’s play a game!
Win the Whitehouse
https://www.brainpop.com/gam
es/winthewhitehouse/

36. Gender terminology
Relative to education and learning
Gender sensitive
Gender
responsive
Gender transformative
Gender
awareness
Gender blind
Gender specific
Gender unequal

37. Gender terminology
Relative to education and learning
Gender sensitive
Gender blind
Gender specific
Gender unequal

38. Gender terminology
Relative to education and learning
Gender sensitive: takes into account impact of
programs, products, policies and tries to mitigate
negative consequences; considers gender norms,
roles
Gender blind: in ability to perceive differences;
ignores gender norms, roles
Gender specific: intentionally targets specific
group; considers gender norms, roles
Gender unequal: perpetuates inequity by
reinforcing norms, roles

39. Worksheet: Thinking about gender issues in gam
Type of
gender-
responsiveness
Your assessment Group
discussion notes
Gender-unequal
Gender-blind
Gender-specific
Gender-sensitive
What are your experiences?

40. Defining gender sensitivity:
 Considers gender norms, role and
relationships
 Takes into account impact of policies,
projects and programs on women/girls
and men/boys
 Tries to mitigate negative
consequences of the gender impact

41. Evaluating the gender-sensitivity of digital conten
Questions for Consideration Guide (Worksheet)
Characterization
Are there differences in the types of roles or activities ascribed to
the characters based upon gender?
Imagery and Language
Is the use of language, words and phrases within the content free
of traditional stereotypes or gender bias? Are loaded words used?
Storyline
Are women/girls or men/boys represented as central characters
within the content storyline or the game?
Results
What types of messages are articulated in the digital content about
gender differences? Are those messages positive or negative?

42. Girls and boys value game play differently
Girls:
1. Games increase my interest in school
2. Games provide a more interesting way to learn
3. Games make it easier to understand difficult concepts
4. I learn more through a game
5. Games personalize my learning
Boys:
1. Games make it easier to understand difficult concepts
2. Games increase my interest in school
3. Games provide a more interesting way to learn
4. Games adapt to what I know or need to know
5. I am a better thinker and problem solver when I play gam

43. Let’s play more games!
Pearl Diver:
https://jr.brainpop.com/games/pearldiver/
Say What:
https://jr.brainpop.com/games/saywhat/
Sortify:
https://www.brainpop.com/games/sortifyworldchangingwo
men/
Do I Have a Right?:
https://www.brainpop.com/games/doihavearight/
Argument Wars:
https://www.brainpop.com/games/argumentwars/

46. Let’s play more games!
How did you evaluate the gender-
sensitivity of these games?
What did you learn about gender-
sensitivity in digital content?

47. Thinking about designing, implementing and
evaluating games
o Know your audience
o Look through alternative lenses
o Understand that games have impact
o Diversity of ideas and perspective is an
asset – use it
o Evaluate with gender differences in mind
o Keep an eye on the trends and changes in
the sector

49. Your
thoughts,
ideas,
questions

50. Today’s Workshop:
 Introduction to today’s workshop
 Setting the context with research data
 Reviewing gender terminology and issues
 Let’s play some games!
 Your ideas/comments/questions

51. Three truths and a lie
Which one is not
true?
1. Boys are more likely to rate their technology
skills as advanced than girls.
2. More girls than boys say they are interested in
participating in an after school STEM program.
3. Girls and boys in elementary school are more
interested in learning how to code than their
older peers.
4. Girls are playing online or digital games more
frequently than boys to self-direct learning.

52. Three truths and a lie
Which one is not
true?
1. Boys are more likely to rate their technology
skills as advanced than girls.
2. More girls than boys say they are interested in
participating in an after school STEM program.
3. Girls and boys in elementary school are more
interested in learning how to code than their
older peers.
4. Girls are playing online or digital games
more frequently than boys to self-direct
learning.

53. National Speak Up reports and infographics
Targeted and thematic reports
Digital learning trends
Mobile learning & social media
Games in the classroom
Blended learning outcomes
Presentations, podcasts and webinars
Services: consulting, workshops, evaluation
and efficacy studies
More Speak Up? www.tomorrow.org
New national report to be released in April 2016

54. Online surveys for:
o K-12 students – individual + group
o Parents – English and Spanish
o Teachers
o Librarians/Media Specialists
o School Site & District Administrators
o Technology Leaders
o Community Members
All schools are
invited to
participate
Surveys open
October 2016
Participate in Speak Up!
Sign up to receive
information at:
www.tomorrow.org

55. Thank you for this discussion today!
For additional information about Speak Up please
contact:
Julie Evans
jevans@tomorrow.org
949-609-4660 x15
Twitter: JulieEvans_PT and SpeakUpEd
Copyright Project Tomorrow 2016
This work is the intellectual property of the author. Permission is granted
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