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Computer science is a higher education domain that still show a significant male dominance. Many research studies have highlighted the importance of diversity and gender balance in computer science related areas such as software engineering and system development. However, there is still a well-identified problem that university programmes and courses on computer science fail to attract the female audience. The objective of this study is to investigate the concept of gender-inclusive computer science (CS) education with the aim of broadening participation in CS courses and programs. This is conducted through a literature study, initially focusing on keywords and research areas, and subsequently searching into existing research. The research question that guided the study was: "What concepts can be found in literature to make computer science education more gender-inclusive?". Data were analysed thematically in a two-step analysis process inspired by the grounded theory methods of Open coding and Axial coding. Findings suggest that there is significant room for learning in this field, particularly from Critical CS education studies. The Open coding analysis showed that the findings can be categorised into eight main themes. In the Axial coding the themes were merged, refined, renamed, and centred around the main axial theme of 'Epistemological pluralism'. Other essential themes that all are related to the axial main theme were: 'Design and creativity', 'Bias awareness and ethics', 'Collaboration and communication', 'Self-regulated learning', 'Real-world applications', and 'Role models and mentorship'. The result of this study is presented through a visual model that illustrates essential aspects of inclusive computer science education. The paper also proposes various directions for future research. [ABSTRACT FROM AUTHOR]

Game-based learning has had a rapid development in the 21st century, attracting an increasing audience. However, inclusion of all is still not a reality in society, with accessibility for deaf and hard of hearing children as a remaining challenge. To be excluded from learning due to communication barriers can have severe consequences for further studies and work. Based on previous research Augmented Reality (AR) games can be joyful learning tools that include activities with different sign languages, but AR based learning games for deaf and hard of hearing lack research. This paper aims to present opportunities and challenges of designing inclusive AR games for education of deaf children. Methods involved conducting a scoping review of previous studies about AR for deaf people. Experts were involved as co-authors for in-depth understanding of sign languages and challenges for deaf people. A set of AR input and output techniques were analysed for appropriateness, and various AR based game mechanics were compared. Results indicate that inclusive AR gameplay for deaf people could be built on AR based image and object tracking, complemented with sign recognition. These technologies provide input from the user and the real-world environment typically via the camera to the app. Scene tracking and GPS can be used for location-based game mechanics. Output to the user can be done via local signed videos ideally, but also with images and animations. Moreover, a civic intelligence approach can be applied to overcome many of the challenges that have been identified in five dimensions for inclusion of deaf people i.e., cultural, educational, psycho-social, semantic, and multimodal. The input from trusted, educated signers and teachers can enable the connection between real world objects and signed videos to provide explanations of concepts. The conclusion is that the development of an inclusive, multi-language AR game for deaf people needs to be carried out as an international collaboration, addressing all five dimensions. [ABSTRACT FROM AUTHOR]

The first's stages of a research require an analysis of extensive information of the literature related with the research project. We focus our proposal on the management of the information on these cases and also we use an evidence based approach to assure a level of quality within the gathered information. Literature reviews fall into two broad areas, scoping and targeted reviews. Scoping reviews use literature to identify questions to answer and possible solutions to use. Targeted reviews evaluate specific solutions to specific problems by combining data from multiple primary studies. The primary role of scoping reviews is to ensure that the following work has purpose and is a beneficial contribution to world knowledge. Evidence-based science is a broad collection of techniques aimed at improving the quality of research. It includes systematic review as a key element. Systematic review is the current gold standard for conducting a targeted literature review; it is used frequently in many fields from medicine to public policy and latterly software engineering. In this paper we investigate using many of the premises of systematic review and evidence based science in the production of scoping reviews. We argue that using an evidence-based approach to performing scoping review increases repeatability, reduces bias, improves the rigour and adds visible quality to the research. This paper discusses an evidence based approach to conducting a scoping study. The paper highlights the key aspects of the processes. Software tools to perform some of the steps, improving time efficiency and reducing human error are identified and prototyped. Finally, this paper presents a protocol for developing a scoping review developed from our experiences and based in the previously available evidence based publications. [ABSTRACT FROM AUTHOR]