You are here:

Computer-game construction: A gender-neutral attractor to Computing Science

, , ,

Computers & Education Volume 55, Number 3, ISSN 0360-1315 Publisher: Elsevier Ltd


Enrollment in Computing Science university programs is at a dangerously low level. A major reason for this is the general lack of interest in Computing Science by females. In this paper, we discuss our experience with using a computer game construction environment as a vehicle to encourage female participation in Computing Science. Experiments with game construction in grade 10 English classes showed that females enjoyed this activity as much as males and were just as successful. In this paper, we argue that: a) computer game construction is a viable activity for teaching higher-order thinking skills that are essential for Science; b) computer game construction that involves scripting teaches valuable Computing Science abstraction skills; c) this activity is an enjoyable introduction to Computing Science; and d) outcome measures for this activity are not male-dominated in any of the three aspects (higher-order thinking, Computing Science abstraction skills, activity enjoyment). Therefore, we claim that this approach is a viable gender-neutral approach to teaching Computing Science in particular and Science in general that may increase female participation in the discipline.


Carbonaro, M., Szafron, D., Cutumisu, M. & Schaeffer, J. (2010). Computer-game construction: A gender-neutral attractor to Computing Science. Computers & Education, 55(3), 1098-1111. Elsevier Ltd. Retrieved April 20, 2019 from .

This record was imported from Computers & Education on January 30, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct:


View References & Citations Map

Cited By

  1. A systematic review of literature on students as educational computer game designers

    Kevser Hava, Bozok University, Turkey; Hasan Cakir, Gazi University, Turkey

    Journal of Educational Multimedia and Hypermedia Vol. 27, No. 3 (July 2018) pp. 323–341

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact