Empowerment gennem spildesign – Undersøgelse af en gaming- og spildesignsintervention i SFO’en for at styrke pigers teknologiske self-efficacy
DOI:
https://doi.org/10.61998/forskul.v13i3.47722Nyckelord:
self-efficacy, normkritik, STEM, kønsnormer, gamingAbstract
Denne artikel undersøger, hvordan en designbaseret forskningsintervention kan styrke pigers self-efficacy i digitale og teknologiske kompetencer i en skole- og fritidskontekst (SFO ). Forskning viser, at piger ofte møder kønsnormer, der hæmmer deres interesse for STEM og teknologi. Interventionen anvender Roblox og Roblox Studio som spil- og designplatforme, hvor fem piger (9–10 år) deltog i en co-designtilgang med en kvindelig forsker som rollemodel. Dataindsamlingen omfattede kvalitative interviews og videoobservationer analyseret tematisk. Teoretisk bygger undersøgelsen på Banduras self-efficacy-begreb og normkritisk pædagogik. Resultaterne viser, at kreative, kollaborative og inkluderende designprincipper kan øge pigers motivation og mestringsoplevelser i teknologi. Artiklen konkluderer, at der er behov for yderligere forskning for at undersøge overførbarheden af læring til andre kontekster og for at videreudvikle interventionen, så den i højere grad fokuserer på designprocesser, der viser sig at have en positiv effekt på pigernes self-efficacy og opfattelse af deres digitale- og tekniske kompetencer.
Empowerment through game design – Investigating a gaming and game design intervention in after-school programs to empower girls' technological self-efficacy
This article explores how a design-based research intervention can strengthen girls' self-efficacy in digital and technological skills in a school and leisure context. Research shows that girls often encounter gender norms that inhibit their interest in STEM and technology. The intervention uses Roblox and Roblox Studio as game and design platforms. Five girls (9– 10 years old) participated in a co-design approach with a female researcher as a role model. Data collection included interviews and video observations analyzed thematically. Theoretically, the study is based on Bandura's self-efficacy concept and norm-critical pedagogy. The results show that creative, collaborative, and inclusive design principles can increase girls' motivation and mastery of technology. The article concludes that further research is needed to investigate learning transfer to other contexts. It is also needed to develop the intervention to focus more on design processes that positively affect girls' self-efficacy and perception of their digital and technical skills.
Referenser
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117–148. https://doi.org/10.1207/s15326985ep2802_3 DOI: https://doi.org/10.1207/s15326985ep2802_3
Bandura, A. (2000). Exercise of human agency through collective efficacy. Current Directions in Psychological Science, 9(3), 75–78. https://doi.org/10.1111/1467-8721.00064 DOI: https://doi.org/10.1111/1467-8721.00064
Barab, S. & Squire, K. (2004). Design-based research: Putting a stake in the ground. The Journal of the Learning Sciences, 13(1), 1–14. https://doi.org/10.1207/s15327809jls1301_1 DOI: https://doi.org/10.1207/s15327809jls1301_1
Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa DOI: https://doi.org/10.1191/1478088706qp063oa
Brinkmann, S. & Kvale, S. (2015). InterViews: Learning the craft of qualitative research interviewing (3. udg.). SAGE.
Brinkmann, S. & Tanggaard, L. (2010). Kvalitative metoder: En grundbog. Hans Reitzels Forlag.
Christensen, O., Gynther, K. & Petersen, T. B. (2012). Tema 2: Design-based research – Introduktion til en forskningsmetode i udvikling af nye e-læringskoncepter og didaktisk design medieret af digitale teknologier. Læring og Medier, 5(9). https://doi.org/10.7146/lom.v5i9.6140 DOI: https://doi.org/10.7146/lom.v5i9.6140
Creswell, J. W. & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5. udg.). SAGE.
Dahya, N., Jenson, J. & Fong, K. (2017). (En)gendering videogame development: A feminist approach to gender, education, and game studies. Review of Education, Pedagogy, and Cultural Studies, 39(4), 367–390. https://doi.org/10.1080/10714413.2017.1344508 DOI: https://doi.org/10.1080/10714413.2017.1344508
De Wit, S., Hermans, F., Specht, M. & Aivaloglou, E. (2023). Children’s interest in a CS career: Exploring age, gender, computer interests, programming experience and stereotypes. I Proceedings of the 2023 ACM Conference on International Computing Education Research (s. 74–87). ACM. https://doi.org/10.1145/3568813.3600131 DOI: https://doi.org/10.1145/3568813.3600131
Egholm, L. (2014). Videnskabsteori: Perspektiver på organisationer og samfund (1. udg.). Hans Reitzels Forlag.
Enevoldsen, M. D. (27. oktober, 2022). Guide: Sådan snakker du med dit barn om gaming. Center for Digital Dannelse. [elektronisk ressourse]
Fisher, S. & Jenson, J. (2017). Producing alternative gender orders: A critical look at girls and gaming. Learning, Media and Technology, 42(1), 87–99. https://doi.org/10.1080/17439884.2016.1132729 DOI: https://doi.org/10.1080/17439884.2016.1132729
Foget, E. (6. february, 2024). Onlinespil skal inspirere piger til en fremtid i tech. Dansk Markedsføring. [elektronisk ressourse]
Fordham, J., Ratan, R., Huang, K. & Silva, K. (2020). Stereotype threat in a video game context and its influence on perceptions of Science, Technology, Engineering, and Mathematics (STEM): Avatar-induced active self-concept as a possible mitigator. American Behavioral Scientist, 64(7), 900–926. https://doi.org/10.1177/0002764220919148 DOI: https://doi.org/10.1177/0002764220919148
Frederiksen, P. S. (2020). Køn og teknologiforståelse i folkeskolen. Studier i Læreruddannelse og -Profession, 5(2), 76–96. https://doi.org/10.7146/lup.v5i2.123520 DOI: https://doi.org/10.7146/lup.v5i2.123520
Hasse, C. (2011). Kulturanalyse i organisationer. Samfundslitteratur.
Jørgensen, M. F., Fløe, A., Falkencrone, S., Lindorf, M., Jakobsen, K. T. & Broberg, A. S. (2019). Hvordan får vi STEM på lystavlen hos børn og unge? – Og hvilken rolle spiller køn for interesseskabelsen? Tænketanken DEA. [elektronisk ressourse]
Klayman, J. (1995). Varieties of confirmation bias. I J. B. Busemeyer, R. Hastie, & D. L. Medin (Red.), Psychology of learning and motivation (Bind 32, s. 385–418). Academic Press. https://doi.org/10.1016/S0079-7421(08)60315-1 DOI: https://doi.org/10.1016/S0079-7421(08)60315-1
Kitching, L., & Wheeler, S. (2013). Playing games: Do game consoles have a positive impact on girls’ learning outcomes and motivation? The European Journal of Open, Distance and E-Learning, 16(2), 111–122. [elektronisk ressourse]
Kumashiro, K. K. (2000). Toward a theory of anti-oppressive education. Review of Educational Research, 70(1), 25–53. https://doi.org/10.3102/00346543070001025 DOI: https://doi.org/10.3102/00346543070001025
Leonard, J., Buss, A., Gamboa, R., Mitchell, M., Fashola, O. S., Hubert, T. & Almughyirah, S. (2016). Using robotics and game design to enhance children’s self-efficacy, STEM attitudes, and computational thinking skills. Journal of Science Education and Technology, 25(6), 860–876. https://doi.org/10.1007/s10956-016-9628-2 DOI: https://doi.org/10.1007/s10956-016-9628-2
Madsen, K. L., Jørgensen, J. & Graack, J. (2022). Normkritik i pædagogisk praksis. Hans Reitzels Forlag.
Medierådet for Børn og Unge, DR & Det Danske Filminstitut. (2024). Børns spillevaner 2023. [elektronisk resurs]
Mozelius, P. & Humble, N. (2023). Design factors for an educational game where girls and boys play together to learn fundamental programming. I A. L. Brooks (Red.), ArtsIT, Interactivity and Game Creation: 11th EAI International Conference, ArtsIT 2022, and 7th EAI International Conference, DLI 2022, Guimarães, Portugal, November 21–22, 2022, Proceedings (s. 157–167). Springer Nature. https://doi.org/10.1007/978-3-031-28993-4 DOI: https://doi.org/10.1007/978-3-031-28993-4
Pienimäki, M., Kinnula, M. & Iivari, N. (2021). Finding fun in non-formal technology education. International Journal of Child-Computer Interaction, 29, 100283. https://doi.org/10.1016/j.ijcci.2021.100283 DOI: https://doi.org/10.1016/j.ijcci.2021.100283
Rasmussen, K. (2017). Det gående interview. I J. Kampmann, K. Rasmussen & H. Warming (Red.), Interview med børn (1. udg., s. 69–93). Hans Reitzels Forlag.
Raudaskoski, P. (2010). Observationsmetoder: (Herunder videoobservation). I S. Brinkmann & L. Tanggaard (Red.), Kvalitative metoder: En grundbog. Hans Reitzels Forlag.
Sanders, E. B.N. & Stappers, P. J. (2008). Co-creation and the new landscapes of design. CoDesign, 4(1), 5–18. https://doi.org/10.1080/15710880701875068 DOI: https://doi.org/10.1080/15710880701875068
Scholes, L., Rowe, L., Mills, K. A., Gutierrez, A. & Pink, E. (2022). Video gaming and digital competence among elementary school students. Learning, Media and Technology, 49(2), 200–215. https://doi.org/10.1080/17439884.2022.2156537 DOI: https://doi.org/10.1080/17439884.2022.2156537
Sharma, K., Torrado, J. C., Gómez, J. G. & Jaccheri, L. (2021). Improving girls’ perception of computer science as a viable career option through game playing and design: Lessons from a systematic literature review. Entertainment Computing, 36, Article 100387. https://doi.org/10.1016/j.entcom.2020.100387 DOI: https://doi.org/10.1016/j.entcom.2020.100387
Steinnes, K. K. (2024). ‘Gamers’ crafted by consumption: The influence of consumption on gender identities in video games. I E. Jacobsen, P. Strandbakken, A. Dulsrud, & S. E. Skuland (Red.), Consumers and consumption in comparison (vol. 37, s. 141–160). Emerald Publishing. https://doi.org/10.1108/S0195-631020240000037008 DOI: https://doi.org/10.1108/S0195-631020240000037008
Szulevicz, T. (2020). Deltagerobservation. I S. Brinkmann & L. Tanggaard (Red.), Kvalitative metoder: En grundbog (3. udg., s. 97–116). Hans Reitzels Forlag.
Teglgaard, A.-S. D. (2020). Sådan spiller du Roblox. [E-bog].
Tsai, F. H., Yu, K. C. & Hsiao, H. S. (2012). Exploring the factors influencing learning effectiveness in digital game-based learning. Educational Technology & Society, 15(3), 240–250.
Uddannelses- og Forskningsministeriet. (2015). Den danske kodeks for integritet i forskning.
Villum Fonden. (2019). Hvorfor mister piger interessen for STEM-fag? Og hvad gør vi ved det? [Baggrundsnotat]. [elektronisk ressourse]
Wernholm, M. (2021). Children’s out-of-school learning in digital gaming communities. Designs for Learning, 13(1), 8–19. https://doi.org/10.16993/dfl.164 DOI: https://doi.org/10.16993/dfl.164
Downloads
Publicerad
Referera så här
Nummer
Sektion
Kategorier
Licens
Copyright (c) 2025 Liselotte Christiansen, Camilla Finsterbach Kaup
Det här verket är licensierat under en Creative Commons Erkännande 4.0 Internationell-licens.
Författare till innehåll publicerat i Forskul behåller upphovsrätten till sina verk. Artiklar publiceras under villkoren i en Creative Commons-licens CC BY, som tillåter användning, nedladdning, distribution, länkning till och reproduktion i vilket medium som helst, förutsatt att originalverket är korrekt citerat.
