Digital Game-Design: Effects of Single sex Groups on Student Success.

Research continues to demonstrate gender-based differences related to computer programming confidence and STEM-related educational and career choices: Girls and women, we well know by now, are under-represented in computer science and engineering programs and the tech-industry in general (Hill, Corbet & Rose, 2010). A factor contributing to women's under-representation in undergraduate computer science and engineering programs has been seen as being their 'choice' not to take these courses or being 'unaware' of programming and other courses in high school (Howe, Berenson & Vouk, 2007). Meanwhile, girls and women continue to self-report that they feel less confident when it comes to programming and general IT related skills than their male peers (NSF, 2011; Wang, Eccles & Kenny, 2013). This study sought to use game design as a pathway for supporting the acquisition of programming skills in young students. We examined whether factors such as the learning community (instruction in mixed or same gender groups; teacher supervision), and children's preexisting biases and previous experiences related to computer science and programming, were associated with change in computational knowledge following participation in an intensive, 1-week game design program. A 15-hour instructional game design unit was given to two separate cohorts of grade 6 students (ages 11 to 12) at the same school (N = 119). Cohort 1 was comprised of 3 mixed gender groups (girls: n = 30, boys: n = 30), and Cohort 2 was comprised of 4 single gender groups (girls: n = 32, boys: n = 27). The two cohorts received the same instruction and curriculum, led by a female facilitator with support by a team of near-peer, mixed gender mentors, and supervision by female classroom teachers. In general, we found that all students performed better from pre- to post, and that prior programming knowledge had a significant effect on learning outcomes. We argue that more opportunities early on in school-based settings are necessary if we would like to support all learners to acquire STEM-related skills and competencies. [ABSTRACT FROM AUTHOR]