17 results on '"Kafai, Yasmin B."'
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2. Learning about Data, Algorithms, and Algorithmic Justice on TikTok in Personally Meaningful Ways
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Morales-Navarro, Luis, Kafai, Yasmin B., Nguyen, Ha, DesPortes, Kayla, Vacca, Ralph, Matuk, Camillia, Silander, Megan, Amato, Anna, Woods, Peter, Castro, Francisco, Shaw, Mia, Akgun, Selin, Greenhow, Christine, and Garcia, Antero
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Computer Science - Computers and Society ,K.3 ,K.4 - Abstract
TikTok, a popular short video sharing application, emerged as the dominant social media platform for young people, with a pronounced influence on how young women and people of color interact online. The application has become a global space for youth to connect with each other, offering not only entertainment but also opportunities to engage with artificial intelligence/machine learning (AI/ML)-driven recommendations and create content using AI/M-powered tools, such as generative AI filters. This provides opportunities for youth to explore and question the inner workings of these systems, their implications, and even use them to advocate for causes they are passionate about. We present different perspectives on how youth may learn in personally meaningful ways when engaging with TikTok. We discuss how youth investigate how TikTok works (considering data and algorithms), take into account issues of ethics and algorithmic justice and use their understanding of the platform to advocate for change.
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- 2024
3. Youth as Peer Auditors: Engaging Teenagers with Algorithm Auditing of Machine Learning Applications
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Morales-Navarro, Luis, Kafai, Yasmin B., Konda, Vedya, and Metaxa, Danaë
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Computer Science - Human-Computer Interaction ,Computer Science - Computers and Society ,K.3.0 - Abstract
As artificial intelligence/machine learning (AI/ML) applications become more pervasive in youth lives, supporting them to interact, design, and evaluate applications is crucial. This paper positions youth as auditors of their peers' ML-powered applications to better understand algorithmic systems' opaque inner workings and external impacts. In a two-week workshop, 13 youth (ages 14-15) designed and audited ML-powered applications. We analyzed pre/post clinical interviews in which youth were presented with auditing tasks. The analyses show that after the workshop all youth identified algorithmic biases and inferred dataset and model design issues. Youth also discussed algorithmic justice issues and ML model improvements. Furthermore, youth reflected that auditing provided them new perspectives on model functionality and ideas to improve their own models. This work contributes (1) a conceptualization of algorithm auditing for youth; and (2) empirical evidence of the potential benefits of auditing. We discuss potential uses of algorithm auditing in learning and child-computer interaction research.
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- 2024
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4. Investigating Youths' Everyday Understanding of Machine Learning Applications: a Knowledge-in-Pieces Perspective
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Morales-Navarro, Luis and Kafai, Yasmin B.
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Computer Science - Computers and Society ,K.3.2 - Abstract
Despite recent calls for including artificial intelligence (AI) literacy in K-12 education, not enough attention has been paid to studying youths' everyday knowledge about machine learning (ML). Most research has examined how youths attribute intelligence to AI/ML systems. Other studies have centered on youths' theories and hypotheses about ML highlighting their misconceptions and how these may hinder learning. However, research on conceptual change shows that youths may not have coherent theories about scientific phenomena and instead have knowledge pieces that can be productive for formal learning. We investigate teens' everyday understanding of ML through a knowledge-in-pieces perspective. Our analyses reveal that youths showed some understanding that ML applications learn from training data and that applications recognize patterns in input data and depending on these provide different outputs. We discuss how these findings expand our knowledge base and implications for the design of tools and activities to introduce youths to ML., Comment: accepted for publication at Proceedings of the International Conference of the Learning Sciences 2024
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- 2024
5. Understanding Growth Mindset Practices in an Introductory Physical Computing Classroom: High School Students' Engagement with Debugging by Design Activities
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Morales-Navarro, Luis, Fields, Deborah A., and Kafai, Yasmin B.
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Computer Science - Computers and Society ,Physics - Physics Education ,K.3.2 - Abstract
Background and Context: While debugging is recognized as an essential practice, for many students, encountering bugs can generate emotional responses such as fear and anxiety that can lead to disengagement and the avoidance of computer programming. Growth mindsets can support perseverance and learning in these situations, yet few studies have investigated how growth mindsets emerge in practice amongst K-12 computing students facing physical computing debugging challenges. Objective: We seek to understand what (if any) growth mindset practices high school students exhibited when creating and exchanging buggy physical computing projects for their peers to solve during a Debugging by Design activity as part of their introductory computing course. Method: We focused on moment-to-moment microgenetic analysis of student interactions in designing and solving bugs for others to examine the practices students exhibited that demonstrated the development of a growth mindset and the contexts in which these practices emerged. Findings: We identified five emergent growth mindset practices: choosing challenges that lead to more learning, persisting after setbacks, giving and valuing praise for effort, approaching learning as constant improvement, and developing comfort with failure. Students most often exhibited these practices in peer-to-peer interactions and while making buggy physical computing projects for their peers to solve. Implications: Our analysis contributes to a more holistic understanding of students' social, emotional, and motivational approaches to debugging physical computing projects through the characterization of growth mindset practices. The presented inventory of growth mindset practices may be helpful to further study growth mindset in action in other computing settings.
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- 2024
6. Connecting Beliefs, Mindsets, Anxiety, and Self-Efficacy in Computer Science Learning: An Instrument for Capturing Secondary School Students' Self-Beliefs
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Morales-Navarro, Luis, Giang, Michael T., Fields, Deborah A., and Kafai, Yasmin B.
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Computer Science - Computers and Society ,K.3.2 - Abstract
Background and Context: Few instruments exist to measure students' CS engagement and learning especially in areas where coding happens with creative, project-based learning and in regard to students' self-beliefs about computing. Objective: We introduce the CS Interests and Beliefs Inventory (CSIBI), an instrument designed for novice secondary students learning by designing projects (particularly with physical computing). The inventory contains subscales on beliefs on problem solving competency, fascination in design, value of CS, creative expression, and beliefs about context-specific CS abilities alongside programming mindsets and outcomes. We explain the creation of the instrument and attend to the role of mindsets as mediators of self-beliefs and how CSIBI may be adapted to other K-12 project-based learning settings. Method: We administered the instrument to 303 novice CS secondary students who largely came from historically marginalized backgrounds (gender, ethnicity, and socioeconomic status). We assessed the nine-factor structure for the 32-item instrument using confirmatory factor analysis and tested the hypothesized model of mindsets as mediators with structural equation modeling. Findings: We confirmed the nine factor structure of CSIBI and found significant positive correlations across factors. The structural model results showed that problem solving competency beliefs and CS creative expression promoted programming growth mindset, which subsequently fostered students' programming self-concept. Implications: We validated an instrument to measure secondary students' self-beliefs in CS that fills several gaps in K-12 CS measurement tools by focusing on contexts of learning by designing. CSIBI can be easily adapted to other learning by designing computing education contexts.
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- 2023
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7. Making Sense of Machine Learning: Integrating Youth's Conceptual, Creative, and Critical Understandings of AI
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Morales-Navarro, Luis, Kafai, Yasmin B., Castro, Francisco, Payne, William, DesPortes, Kayla, DiPaola, Daniella, Williams, Randi, Ali, Safinah, Breazeal, Cynthia, Lee, Clifford, Soep, Elisabeth, Long, Duri, Magerko, Brian, Solyst, Jaemarie, Ogan, Amy, Tatar, Cansu, Jiang, Shiyan, Chao, Jie, Rosé, Carolyn P., and Vakil, Sepehr
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Computer Science - Computers and Society ,K.3.2 ,H.5.3 - Abstract
Understanding how youth make sense of machine learning and how learning about machine learning can be supported in and out of school is more relevant than ever before as young people interact with machine learning powered applications everyday; while connecting with friends, listening to music, playing games, or attending school. In this symposium, we present different perspectives on understanding how learners make sense of machine learning in their everyday lives, how sensemaking of machine learning can be supported in and out of school through the construction of applications, and how youth critically evaluate machine learning powered systems. We discuss how sensemaking of machine learning applications involves the development and integration of conceptual, creative, and critical understandings that are increasingly important to prepare youth to participate in the world.
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- 2023
8. Designing Bugs or Doing Another Project: Effects on Secondary Students' Self-Beliefs in Computer Science
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Morales-Navarro, Luis, Fields, Deborah A., Giang, Michael, and Kafai, Yasmin B
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Computer Science - Computers and Society ,K.3.2 - Abstract
Debugging, finding and fixing bugs in code, is a heterogeneous process that shapes novice learners' self-beliefs and motivation in computing. Our Debugging by Design intervention (DbD) provocatively puts students in control over bugs by having them collaborate on designing creative buggy projects during an electronic textiles unit in an introductory computing course. We implemented DbD virtually in eight classrooms with two teachers in public schools with historically marginalized populations, using a quasi-experimental design. Data from this study included post-activity results from a validated survey instrument (N=144). For all students, project completion correlated with increased computer science creative expression and e-textiles coding self-efficacy. In the comparison classes, project completion correlated with reduced programming anxiety, problem-solving competency beliefs, and programming self-concept. In DbD classes, project completion is uniquely correlated with increased fascination with design and programming growth mindset. In the discussion, we consider the relative benefits of DbD versus other open-ended projects.
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- 2023
9. Conceptualizing Approaches to Critical Computing Education: Inquiry, Design and Reimagination
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Morales-Navarro, Luis and Kafai, Yasmin B.
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Computer Science - Computers and Society ,K.3.2 ,K.4.0 - Abstract
As several critical issues in computing such as algorithmic bias, discriminatory practices, and techno-solutionism have become more visible, numerous efforts are being proposed to integrate criticality in K-16 computing education. Yet, how exactly these efforts address criticality and translate it into classroom practice is not clear. In this conceptual paper, we first historicize how current efforts in critical computing education draw on previous work which has promoted learner empowerment through critical analysis and production. We then identify three emergent approaches: (1) inquiry, (2) design and (3) reimagination that build on and expand these critical traditions in computing education. Finally, we discuss how these approaches highlight issues to be addressed and provide directions for further computing education research.
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- 2023
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10. Designing Constructionist Futures: The Art, Theory, and Practice of Learning Designs
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Holbert, Nathan, Berland, Matthew, Kafai, Yasmin B., Holbert, Nathan, Berland, Matthew, and Kafai, Yasmin B.
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Constructionism, first introduced by Seymour Papert in 1980, is a framework for learning to understand something by making an artifact for and with other people. A core goal of constructionists is to respect learners as creators, to enable them to engage in making meaning for themselves through construction, and to do this by democratizing access to the world's most creative and powerful tools. In this volume, an international and diverse group of scholars examine, reconstruct, and evolve the constructionist paradigm in light of new technologies and theories. Taken together, their contributions show that constructionism has advanced in educational research and practice--and also that, in turn, researchers and practitioners can learn from constructionism how to foster learning in ways that respect learners' creativity and communities. The contributors examine how constructionist design can function within contexts ranging from school and home to virtual spaces; explore ways to support learners who have been under-resourced, overlooked, or oppressed; discuss learning by collaboration; and consider the implications of learning as a creative process of construction, exploring ways to support creative enterprises within the constraints of formal classrooms. Finally, leading visionaries imagine where constructionism, design, and research will go next.
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- 2020
11. Programming by Choice: Urban Youth Learning Programming with Scratch
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Maloney, John, Peppler, Kylie, Kafai, Yasmin B., Resnick, Mitchel, and Rusk, Natalie
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This paper describes Scratch, a visual, block-based programming language designed to facilitate media manipulation for novice programmers. We report on the Scratch programming experiences of urban youth ages 8-18 at a Computer Clubhouse--an after school center--over an 18-month period. Our analyses of 536 Scratch projects collected during this time documents the learning of key programming concepts even in the absence of instructional interventions or experienced mentors. We discuss the motivations of urban youth who choose to program in Scratch rather than using one of the many other software packages available to them and the implications for introducing programming at after school settings in under served communities.
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- 2008
12. Youth as Media Art Designers: Workshops for Creative Coding
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Peppler, Kylie A. and Kafai, Yasmin B.
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We describe our efforts to bring media arts into design work with the goals to introduce new expressive forms in programming to urban youth. We're presenting the findings from a series of workshops organized together with professional media artists that focused on immersion, interaction, color and perspective using Scratch, a media-rich programming environment. Our findings illustrate that a focused introduction of these features can be easily accomplished and help young designers to become more sophisticated in their creative expression. In the discussion we outline suggestions for activity and theme designs for future workshops. [The work reported in this paper was supported in part by grants from the UCLA Center for Community Partnerships and the MIT Media Lab.] (Contains 1 figure.)
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- 2008
13. What Videogame Making Can Teach Us about Literacy and Learning: Alternative Pathways into Participatory Culture
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Peppler, Kylie A. and Kafai, Yasmin B.
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In this paper we articulate an alternative approach to look at video games and learning to become a creator and contributor in the digital culture. Previous discussions have focused mostly on playing games and learning. Here, we discuss game making approaches and their benefits for illuminating game preferences and learning both software design and other academic content. We report on an ongoing ethnographic study that documents youth producing video games in a community design studio. We illustrate how video game making can provide a context for addressing issues of participation, transparency and ethics. (Contains 1 table and 2 figures.)
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- 2007
14. Learning Affordances of Collaborative Educational Multimedia Design by Children.
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Kafai, Yasmin B., Ching, Cynthia Carter, and Marshall, Sue K.
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This paper presents and discusses the results of a project in which seven teams of fifth and sixth grade students were involved in designing and implementing interactive multimedia resources in science for younger children, using the Microworlds(TM) Logo programming environment. It was found that students improved significantly in their science understanding and programming skills. The benefits and problems of integrating science content with multimedia design are discussed, as well as reasons why the quality of dynamic and interactive components in students' multimedia production proved to be a better indicator of students' learning than the quantity of multimedia produced. The paper examines various program functions and the multimedia content of the final software products and evaluates the software in terms of team and individual contributions. Two tables present data on distribution of screen page functions and distribution of "design differentiated scores." Contains 17 references. (Author/DLS)
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- 1998
15. Connected Code: Why Children Need to Learn Programming. MacArthur Foundation Series on Digital Media and Learning
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Kafai, Yasmin B., Burke, Quinn, Kafai, Yasmin B., and Burke, Quinn
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Coding, once considered an arcane craft practiced by solitary techies, is now recognized by educators and theorists as a crucial skill, even a new literacy, for all children. Programming is often promoted in K-12 schools as a way to encourage "computational thinking"--which has now become the umbrella term for understanding what computer science has to contribute to reasoning and communicating in an ever-increasingly digital world. In "Connected Code," Yasmin Kafai and Quinn Burke argue that although computational thinking represents an excellent starting point, the broader conception of "computational participation" better captures the twenty-first-century reality. Computational participation moves beyond the individual to focus on wider social networks and a DIY culture of digital "making." Kafai and Burke describe contemporary examples of computational participation: students who code not for the sake of coding but to create games, stories, and animations to share; the emergence of youth programming communities; the practices and ethical challenges of remixing (rather than starting from scratch); and the move beyond stationary screens to programmable toys, tools, and textiles. [Foreword by Mitchel Resnick.]
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- 2014
16. The Computer Clubhouse: Constructionism and Creativity in Youth Communities. Technology, Education--Connections
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Kafai, Yasmin B., Peppler, Kylie A., Chapman, Robbin N., Kafai, Yasmin B., Peppler, Kylie A., and Chapman, Robbin N.
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This book is about the Computer Clubhouse--the idea and the place--that inspires youth to think about themselves as competent, creative, and critical learners. So much of the social life of young people has moved online and participation in the digital public has become an essential part of youth identities. The Computer Clubhouse makes an important contribution not just in local urban communities but also as a model for after-school learning environments globally. The model has been uniquely successful scaling up, with over 100 clubhouses thriving worldwide. Showcasing research by scholars and evaluators that have documented and analyzed the international Computer Clubhouse Network, this volume considers the implications of their findings in the context of what it means to prepare youth to meet the goals of the 21st Century. Book features include: (1) A successful, scalable model for providing at-risk youth a rich array of media design and computing experiences; (2) Diverse examples of media created in the clubhouse, ranging from digital stories, video games, interface designs, and digital art projects; (3) Color photos of life in the clubhouse, including youth projects; and (4) Interviews with stakeholders in the clubhouse network, from the director to coordinators at various international clubhouses. This book begins with "The Computer Clubhouse: A Place for Youth," an introduction by Yasmin Kafai, Kylie Peppler, and Robbin Chapman. It is divided into four parts. Part I, The Computer Clubhouse Model, contains: (1) Origins and Guiding Principles of the Computer Clubhouse (Natalie Rusk, Mitchel Resnick, and Stina Cooke); (2) Going Global: Clubhouse Ideas Travel Around the World (Patricia Diaz); and (3) Perspectives from the Field: It Takes a Village to Raise a Clubhouse (Kylie Peppler, Robbin Chapman, and Yasmin Kafai). Part II, Creative Constructions, contains: (4) Making Games, Art, and Animations with Scratch (Kylie Peppler and Yasmin Kafai); (5) Interface Design with Hook-Ups (Amon Millner); and (6) Youth Video Productions of Dance Performances (Kylie Peppler and Yasmin Kafai). Part III, Collaborations in the Clubhouse Community, contains: (7) Encouraging Peer Sharing: Learning Reflections in a Community of Designers (Robbin Chapman); (8) The Multiple Roles of Mentors (Yasmin Kafai, Shiv Desai, Kylie Peppler, Grace Chiu, and Jesse Moya); and (9) The Computer Clubhouse Village: Sharing Ideas and Connecting Communities of Designers Across Borders (Elizabeth Sylvan). Part IV: Showcases of Computer Clubhouse Successes, contains: (10) Participation, Engagement, and Youth Impact in the Clubhouse Network (Gail Breslow); (11) Hear Our Voices: Girls Developing Technology Fluency (Brenda Abanavas and Robbin Chapman); and (12) From Photoshop to Programming (Yasmin Kafai, Kylie Peppler, Grace Chiu, John Maloney, Natalie Rusk, and Mitchel Resnick). An epilogue, "A Place for the Future," by Yasmin Kafai, Kylie Peppler, and Robbin Chapman, and an index are included. [Foreword by Barton J. Hirsch and Rosalind Hudnell.]
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- 2009
17. Beyond Barbie[R] and Mortal Kombat: New Perspectives on Gender and Gaming
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Kafai, Yasmin B., Heeter, Carrie, Denner, Jill, Sun, Jennifer Y., Kafai, Yasmin B., Heeter, Carrie, Denner, Jill, and Sun, Jennifer Y.
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Ten years after the groundbreaking "From Barbie to Mortal Kombat" highlighted the ways gender stereotyping and related social and economic issues permeate digital game play, the number of women and girl gamers has risen considerably. Despite this, gender disparities remain in gaming. Women may be warriors in "World of Warcraft", but they are also scantily clad "booth babes" whose sex appeal is used to promote games at trade shows. Player-generated content has revolutionized gaming, but few games marketed to girls allow "modding" (game modifications made by players). Gender equity, the contributors to "Beyond Barbie and Mortal Kombat" argue, requires more than increasing the overall numbers of female players. "Beyond Barbie and Mortal Kombat" brings together new media theorists, game designers, educators, psychologists, and industry professionals, including some of the contributors to the earlier volume, to look at how gender intersects with the broader contexts of digital games today: gaming, game industry and design, and serious games. The contributors discuss the rise of massively multiplayer online games (MMOs) and the experience of girl and women players in gaming communities; the still male-dominated gaming industry and the need for different perspectives in game design; and gender concerns related to emerging serious games (games meant not only to entertain but also to educate, persuade, or change behavior). In today's game-packed digital landscape, there is an even greater need for games that offer motivating, challenging, and enriching contexts for play to a more diverse population of players. This book begins with "Pink, Casual, or Mainstream Games: Moving Beyond the Gender Divide," a preface by Yasmin B. Kafai, Carrie Heeter, Jill Denner, and Jennifer Y. Sun. Section I, Reflections on a Decade of Gender and Gaming, contains the following: (1) From "Quake Grrls" to "Desperate Housewives": A Decade of Gender and Computer Games (Henry Jenkins and Justine Cassell); (2) Notes from the Utopian Entrepreneur (Brenda Laurel); and (3) Games and Technological Desire: Another Decade (Cornelia Brunner). Section II, Gaming Communities: Girls and Women as Players, contains the following: (4) Becoming a Player: Networks, Structure, and Imagined Futures (T.L. Taylor); (5) Body, Space, and Gendered Gaming Experiences: A Cultural Geography of Homes, Cybercafes, and Dormitories (Holin Lin); (6) Maps of Digital Desires: Exploring the Topography of Gender and Play in Online Games (Nick Yee); (7) Gender Dynamics of the Japanese Media Mix (Mizuko Ito); and (8) Gender Play in a Tween Gaming Club (Yasmin B. Kafai). Part III, Girls and Women as Game Designers, contains the following: (9) What Games Made by Girls Can Tell Us (Jill Denner and Shannon Campe); (10) Gaming in Context: How Young People Construct Their Gendered Identities in Playing and Making Games (Caroline Pelletier); (11) Getting Girls into the Game: Toward a "Virtuous Cycle" (Tracy Fullerton, Janine Fron, Celia Pearce and Jacki Morie); and (12) Crunched by Passion: Women Game Developers and Workplace Challenges (Mia Consalvo). Section IV, Changing Girls, Changing Games, contains the following: (13) Are Boy Games Even Necessary? (Nicole Lazzaro); (14) Girls, Gaming, and Trajectories of IT Expertise (Elisabeth Hayes); (15) Design to Promote Girls' Agency through Educational Games: The Click! Urban Adventure (Kristin Hughes); (16) Using Storytelling to Introduce Girls to Computer Programming (Caitlin Kelleher); (17) Design Heuristics for Activist Games (Mary Flanagan and Helen Nissenbaum); and (18) Gender Identity, Play Style, and the Design of Games for Classroom Learning (Carrie Heeter and Brian Winn). Section V, Industry Voices, contains the following: (19) Interview with Megan Gaiser, Her Interactive; (20) Interview with Morgan Romine, Ubisoft's Frag Dolls; (21) Interview with Sheri Graner Ray, Longtime Game Designer; (22) Interview with Nichol Bradford, Vivendi Games; and (23) Interview with Brenda Brathwaite, Savannah College of Art and Design. An index is included.
- Published
- 2008
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