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      GameChange(H)er: How Nancy Drew Video Games Build Strong Girls

      , ,

      Proceedings of the 28th International BCS Human Computer Interaction Conference (HCI 2014) (HCI)

      BCS Human Computer Interaction Conference (HCI 2014)

      9 - 12 September 2014

      Video games, girls, Nancy Drew, identity, agency, literacy, self-esteem, career, family, academics

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          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          There are limitations in the amount and scope of female protagonists in video games that are made for and marketed toward adolescent girls, and very few studies on the effects on girls when they play them. Furthermore, the games that exist are often lacking in immersive factors as compared with games marketed toward males. This research explores the role of agentic (proactively moving the game forward through choice and action) female video game protagonists in generating positive effects in gamers, investigated through the example of the Nancy Drew video game series. In this March and April of 2013, 341 fan letters were gathered from the Her Interactive website and qualitatively analysed using grounded theory principles. Open coding was used to generate categories, which were then consolidated into four core phenomena and one miscellaneous category: agency, absorption, academics, connection, and other. Players of Nancy Drew video games reported engagement with the games, resulting in positive effects in several areas including agency, academic pursuits, literacy, career choice and family closeness. Implications for this research include recommendations for the inclusion of agentic female protagonists and an increase in production of games for adolescent girls.

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          Most cited references 9

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          Social cognitive theory of gender development and differentiation.

          Human differentiation on the basis of gender is a fundamental phenomenon that affects virtually every aspect of people's daily lives. This article presents the social cognitive theory of gender role development and functioning. It specifies how gender conceptions are constructed from the complex mix of experiences and how they operate in concert with motivational and self-regulatory mechanisms to guide gender-linked conduct throughout the life course. The theory integrates psychological and sociostructural determinants within a unified conceptual structure. In this theoretical perspective, gender conceptions and roles are the product of a broad network of social influences operating interdependently in a variety of societal subsystems. Human evolution provides bodily structures and biological potentialities that permit a range of possibilities rather than dictate a fixed type of gender differentiation. People contribute to their self-development and bring about social changes that define and structure gender relationships through their agentic actions within the interrelated systems of influence.
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            A motivational model of video game engagement.

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              Gender and Computer Games: Exploring Females' Dislikes

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                Author and article information

                Contributors
                Conference
                September 2014
                September 2014
                : 130-140
                Affiliations
                University of the Sunshine Coast

                Sippy Downs, QLD 4556 Australia
                University of the Sunshine Coast

                Sippy Downs, QLD
                Article
                10.14236/ewic/HCI2014.17
                © Katryna Starks et al. Published by BCS Learning and Development Ltd. Proceedings of the 28th International BCS Human Computer Interaction Conference (HCI 2014), Southport, UK

                This work is licensed under a Creative Commons Attribution 4.0 Unported License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

                Proceedings of the 28th International BCS Human Computer Interaction Conference (HCI 2014)
                HCI
                28
                Southport, UK
                9 - 12 September 2014
                Electronic Workshops in Computing (eWiC)
                BCS Human Computer Interaction Conference (HCI 2014)
                Product
                Product Information: 1477-9358BCS Learning & Development
                Self URI (journal page): https://ewic.bcs.org/
                Categories
                Electronic Workshops in Computing

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