Girls Creating Games: Increasing Middle School Girls' Interest in Technology

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The vast success of products like the "GameBoy" sends a clear message that technology isthe domain of boys. The Girls Creating Games Program is a demonstration project designedto challenge this message by teaching girls to design and program a computer game. This project is unique in its approach: it puts girls in the role of producers of technology, rather than simply consumers. One hundred eighty middle school girls will participate in a study to determine whether producing technology (computer game design) can increase girls'fluency, interest, active participation and persistence in technology studies. Thespecific project goals are to a)increase girls' knowledge, interest, attitudes, andconfidence with computers, b) increase adults capacity to support girls in technology,and c) add to research on the kinds of programs and technologies that increase the interest and persistence of middle school girls in technology studies and careers.The proposed project will take place with small groups of girls after school and duringthe summer in a small, urban county (70% White, 21% Hispanic) in California. It involves anunusual partnership between four entities: 1) researchers and program developers from a non-profit health promotion agency (ETR Associates); 2) school personnel and studentsfrom New Brighton Middle School; 3) staff and youth from a Boys & Girls Club; and 4) female technology students, teachers, and professionals from local colleges andcompanies. This partnership is essential for building knowledge (e.g., identifyingeffective program strategies to increase girls interest and persistence intechnology studies), and increasing social capital (e.g., building the capacity ofadult female role models, teachers, and staff to provide a supportive environment).Teaching computer game design holds great promise as an intervention strategy forincreasing girls' interest in technology. Indeed, interactive games have an earlyinfluence on theskills and attitudes that are the best predictors of future technology-related behavior (Greenfield & Cocking, 1996; Levine & Donitsa-Schmidt,1998; Subrahmanyam & Greenfield, 1998). Only two other known programs (with elementary and high school students) have used game creation as an intervention strategy or as part of a research-driven agenda (Kafai, 1995; Miller, Chaika, &Groppe, 1996). Our work extends that research by working with middle school students in an informal learning (out of school) environment, and using theoretically andempirically-based program activities that build on girls development research. Our project is also innovative in that it includes identity formation as part of theprogram as a way to transform, not simply respond to existing gender roles(Cassell & Jenkins, 1999). Our program strategies are designed to appeal to girls.They include having fun with computers; linking technology with its real-world application; focusing the game content on social issues; using a collaborative instructional model; involving technical female role models, school teachers and program staff; and assessing the impact of game design on participants as well asthe teachers and staff.The proposed intervention will be evaluated using a quasi-experimental, pre-post testdesign. Two hypotheses will be tested. First, compared to the control group, the participants in the intervention group will report a greater increase in problem-solvingand computer skills, interest in computers, positive attitude toward computers, intention to pursue computer studies, confidence using computers, knowledge about tech careers,and support to pursue a career in technology. Second, the instructional model that uses collaboration with peers and guidance from teachers, staff, and female role models will increase the adults' capacity and interest to support girls active participation in technology, and challenge stereotypes about who is good at computers. Data will be collected using surveys, interviews, and student notebooks. The findings will result in a replicable version of the program that can be used to increase girls interest in technology and adults capacity to support them in other school and after school settings.