مبارزه با کلیشه های جنسیتی
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مبارزه با کلیشه های جنسیتی

عنوان فارسی مقاله: مبارزه با کلیشه های جنسیتی: مطالعه کاربر از یک بازی یادگیری کد، “کد مبارزه”، با دانش آموزان دبیرستانی
عنوان انگلیسی مقاله: Battling gender stereotypes: A user study of a code-learning game, “Code Combat,” with middle school children
مجله/کنفرانس: نقش کامپیوتر در رفتار انسان – Computers in Human Behavior
رشته های تحصیلی مرتبط: مهندسی کامپیوتر، روانشناسی
گرایش های تحصیلی مرتبط: برنامه نویسی کامپیوتر، روانشناسی عمومی
کلمات کلیدی فارسی: تجربه کاربر، جدایی جنسیتی دیجیتال، کلیشه های جنسیتی، تهدید کلیشه ای، بازی ها، بازی های جدی
کلمات کلیدی انگلیسی: User experience (UX)، Digital gender divide، Gender stereotypes، Stereotype threat، Games، Serious games
نوع نگارش مقاله: مقاله پژوهشی (Research Article)
نمایه: Scopus – Master Journals List – JCR
شناسه دیجیتال (DOI): https://doi.org/10.1016/j.chb.2019.05.029
دانشگاه: Faculty of Communication, Galatasaray University, İstanbul, Turkey
ناشر: الزویر - Elsevier
نوع ارائه مقاله: ژورنال
نوع مقاله: ISI
سال انتشار مقاله: 2019
ایمپکت فاکتور: 5.876 در سال 2018
شاخص H_index: 137 در سال 2019
شاخص SJR: 1.711 در سال 2018
شناسه ISSN: 0747-5632
شاخص Quartile (چارک): Q1 در سال 2018
فرمت مقاله انگلیسی: PDF
تعداد صفحات مقاله انگلیسی: 14
وضعیت ترجمه: ترجمه نشده است
قیمت مقاله انگلیسی: رایگان
آیا این مقاله بیس است: بله
آیا این مقاله مدل مفهومی دارد: ندارد
آیا این مقاله پرسشنامه دارد: ندارد
آیا این مقاله متغیر دارد: ندارد
کد محصول: E13662
رفرنس: دارای رفرنس در داخل متن و انتهای مقاله
فهرست انگلیسی مطالب

Abstract.


1. Introduction


2. Theoretical background


3. Methodology


4. Results & discussion


5. Conclusion


Author disclosure statement


References

نمونه متن انگلیسی مقاله

Abstract


Gender has been consistently controlled as a variable in usability and playability tests. However, there is no consensus on whether and how gender differences should influence the design of digital environments. According to some research, digital environments may be unintentionally designed especially for males as a result of the existing gender biases which risks reproducing gender-polarized culture in a computational field. This study attempts to highlight that females are still being negatively affected by existing gender stereotypes and prescribed gender identities despite relatively equal access and use of computer technology. This qualitative study aims to provide insights about the first-time user experience in a home environment of 16 middle school children in Turkey (8 males – 8 females), aged between 11 and 14 years, with a code learning game named “Code Combat”. The analysis is supported with complementary quantitative findings. The present study investigates the participants’ conceptualizations and opinions toward coding concept and this specific coding game. Further, it explores how existing gender stereotypes and gender biased expectations impact their behaviors and attitudes in the context of game experience. Our results indicated that perceived computer competence and perceived coding difficulty had important effects on the participants’ performance relatedly with their gender identity. According to our findings, there are important gender differences to be found in our 9 constructs, namely; perceived computer competence, perceived coding difficulty, identification, perceived game difficulty, perceived success, level of enjoyment, level of anxiety, the likelihood of playing it another time and the likelihood of trying new features.


Introduction


Discrimination and societal stereotypes against specific groups are still affecting a large number of people today and have very complex social roots. Even the concerned groups sometimes may normalize and reproduce the stereotypes against themselves while evaluating it as common sense. Increased use of computers and technology may be defined today as a remedy of long-lived inequalities in society, but it is also true that technology has not affected all groups in a society in the same way. Technology is advancing while leaving some people behind and may perpetuate precisely same inequalities in a digitalized world. It is called “digital divide” which is “a term that has been used to refer to the gap between those who have access to technology and those who do not, between those who have the expertise and training to utilize technology and those who do not” (Cooper & Weaver, 2003, p. 3). The digital divide is not only caused by lack of ownership or use of technology. Furthermore, negative/positive stereotypes, narrowly prescribed social roles and norms which have been installed in people’s minds throughout their lifespan could feed on this digital divide and maintain their presence in a virtual world maybe even more efficiently and sophistically than the real one. A digital divide also exists between men and women in which women cannot access and take advantage of technology as much as men do. The computer is not inherently gendered however it has been constructed socially as a male domain which causes “computer-phobia” among women (Cooper & Kugler, 2009; Turkle, 1986). The use, liking and competence of computer technology are associated with being a male (Brosnan & Davidson, 1996) as a result of the existing gender stereotypes and societal expectations which also put females in a disadvantaged position in the process.

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