RAPUNSEL: How a computer game design based on educational theory can improve girls self-efficacy and self-esteem
Jan L. Plass, Rachel Goldman, Mary Flanagan, John B. Diamond, Chen Dong, S. Looui, Hyuksoon S. Song, Christine Rosalia, Kenneth Perlin · 2007
There is a critical shortage of women in computer science (CS) careers and higher education degree programs. In their landmark study of gender and CS, Margolis and Fisher (2001) noted that male dominance in information technology can be linked to social, cultural, and educational influences and patterns formed in childhood. Research shows that although girls are as talented as boys in math and science, and although most girls are excited about science during childhood, these same girls begin to lose interest in math and science in middle school (Catsambis, 1994; Chu Clewell, 2002). By the eighth grade, twice as many boys as girls show an interest in science, engineering, and mathematics careers (CAWMSET, 2000). Although opportunities for CS-related careers are broadening, and programming skills are required in many diverse fields, fewer and fewer girls are attracted to CS related activities; fewer than 33% of participants in computer courses and related activities are girls (CAWMSET). New approaches and resources are clearly needed to engage girls in computer programming activities.