Improving Gender Balance and Equalities

Research suggests that there can be benefits to playing video games in terms of developing problem-solving, cognitive function and special awareness skills (Gee, 2005; Adachi and Willoughby, 2013; Green and Bavelier, 2006; Przybylski, 2014; Subrahmanyam and Greenfield, 1994; Spence and Feng, 2010; Connolly et al., 2012). Research by OECD (2015) shows that pupils who play video games have higher success when sitting computer-based tests, specifically in problem-solving and mathematics. The OECD also suggests that pupils who interact with computer software are more confident when faced with the prospect of a computer-based test.

It is widely known that more boys interact on a regular basis with video-gaming software than girls. It is vital that we encourage all pupils to interact positively with computer software so that all pupils can benefit from the skill development and confidence working with technology can bring. By encouraging and empowering boys and girls to engage with technology in a positive way, we move closer to closing the gender-based gap within the STEM subjects and inspire more pupils to consider a diverse range of curricular areas and learner pathways.

As part of CfE’s Health and Well-being Experience’s and Outcomes under ‘Planning for choices and change’, we ask that learners “experience activities which enable them to develop the skills and attributes they will need if they are to achieve and sustain positive destinations beyond school”. In a world where technology is ever present in the work place, it is important that all young people are provided opportunities to engage in exciting learning opportunities, such as GamesCon.

References

Adachi, P.J. and T. Willoughby (2013), “More than just fun and games: The longitudinal relationships between strategic video games, self-reported problem solving skills, and academic grades”, Journal of Youth Adolescence, Vol. 42, pp. 1041-1052.

Connolly, T.M. et al. (2012), “A systematic literature review of empirical evidence on computer games and serious games”, Computers and Education, Vol. 59, pp. 661-686.

Gee, J.P. (2005), “Good video games are good learning”, Phi Kappa Phi Forum.

Green, C.S. and D. Bavelier (2006), “Enumeration versus multiple object tracking: The case of action video game players”, Cognition, Vol. 101, pp. 217-245.

OECD (2015), The ABC of Gender Equality in Education: Aptitude, Behaviour, Confidence, PISA, OECD Publishing.

http://dx.doi.org/10.1787/9789264229945-en

Przybylski, A.K. (2014), “Electronic gaming and psychosocial adjustment”, Pediatrics, Vol. 134, pp. 716-722.

Scottish Government, Curriculum for Excellence: Health and Well-being across all learning: Responsibility of all, accessed 03 September 2019 at https://education.gov.scot/Documents/hwb-across-learning-eo.pdf

Spence, I. and J. Feng, (2010), “Video games and spatial cognition”, Review of General Psychology, Vol. 14/2, pp. 92-104.

Subrahmanyam, K. and P.M. Greenfield (1994), “Effect of video game practice on spatial skills in girls and boys”, Journal of Applied Developmental Psychology, Vol. 15/1, pp. 13-32.

Help and Support

Scratch

We will be using Scratch for the GamesCon because it is Free, easy to use, most schools are familiar with it and we can download the software to use offline.

Scratch has a wealth of resources and many step by step tutorials to get you started. Click on the graphic below to access these tutorials,

Outcomes

• Develop Digital Literacy skills
• Raise awareness around how to stay safe online and the 5 digital rights
• Raise aspirations in Computing Science
• Encourage girls into STEM
• Diminish gender stereotypes
• Support DYW
• Develop key skills in collaboration, creativity and computational thinking

Where does it fit into the Curriculum?

There is a natural fit into the Technologies Computing Science E’s & O’s
and the Technologies Benchmarks.

Links can also be made to Literacy, Numeracy, Health and Wellbeing and Science outcomes.
Learners will be demonstrating attributes in:

• each of the four capacities
• computational thinking
• problem solving
• scientific analytical thinking skills
• creative thinking skills

How will it work?

Quarter Final
If a school has more than one team then they will have to run a mini competition to select one team to represent their school.

Semi Final
Schools will upload their game and all their supporting materials into Glow. A team of experts will then select the teams who will represent their local authority at the final.

Final
There will be a set number of teams who will make it to the final for the Northern Alliance GamesCon. This will depend on the venue and how many they can accommodate. The final event will consist of keynote speakers from the technology sector who will inspire the learners about the job opportunities that are available to young people with digital skills. There will also be representatives from Industry Partners and Education Scotland who will have a stand at the event. This could be Microsoft, Google, SDS, CodeClub, Glow, CyberSafe Scotland etc. These stands will be available for the adults supporting the learners to chat to.

5Rights Theme for the Event

The 5Rights Framework was developed with children, parents, teachers, academics, policymakers and technologists. The Framework reimagines the existing rights of children and interprets them for the digital environment. They are the minimum requirement for a child to enjoy a respectful and supportive relationship with the digital environment.

Please click on the graphic below to find out more around the 5Rights.

Other Useful YoungScot links

Cyber Careers https://young.scot/campaigns/national/digiknow

Internet Safety https://young.scot/campaigns/national/digiaye

What is a GamesCon?

GamesCon is a competition aimed at learners in Primary 6 and 7. The competition requires students to create a game in SCRATCH linking into a specific theme. Learners will work in teams of 4 and they will all take on different roles and responsibilities: researcher, graphic designer, document controller, programmer, presenter. Learners will record their progress throughout the competition keeping photos, notes, any research findings, program design, testing and debugging findings to bring to the GamesCon final. Teams will be encouraged to create a presentation or a video with this content (or both). This research work will also be part of the judges marking scheme so it’s not all about the game. Teams will need to know about the five rights but they don’t need to include them all in their game. Teams will also create a team name and logo.

https://youtu.be/glyWhPExc2U

The Northern Alliance GamesCon

GamesCon: A celebration of our 5 Rights digital learning journey

It’s unlikely to come as a surprise to anyone that we have had to cancel the Northern Alliance GamesCon competition events this year, but that’s not to say our digital team don’t want see the fantastic examples of digital learning which they hope are continuing to emerge during this challenging time.

In its original format, the GamesCon competition, which is aimed at learners in Primary 6 and 7, requires students to create a game in SCRATCH linking into the theme of 5 Rights. As part of this learners would have worked in teams of four taking on responsibilities such as: researcher, graphic designer, document controller, programmer or presenter.

Instead, the team would like to invite class teachers to continue to encourage individuals and/or teams to spark creativity – using the GamesCon and 5 Rights theme as a stimulus – and submit the outputs of this learning via the GamesCon blog website. This is where you would have had to upload work if we were looking for the final polished entries. To offer flexibility and welcome the different aspects of learning which accompany GamesCon, the team would be happy to see videos, PowerPoint presentations, animations, SCRATCH games and posters, as well as the best examples of preparatory work and or research learners have put together.

It is fully appreciated some teams may have developed a lot of project work while schools were open whereas others will be at a much earlier stage in their journey. Finishing up could be a super fun homework task for next week! The deadline for entries is Friday 12 June.

Digital Skills Development Officer Susan Sey, who works as part of Education Scotland’s North Team and alongside colleagues from each local authority which is part of the Northern Alliance collaborative, has championed the whole idea of the GamesCon event. She is keen to underline that all examples of work are welcomed and each learner’s digital learning journey should be celebrated.

Susan said: “We know it’s not the same exciting competition and events package everyone had hoped for but we look forward to seeing the fantastic work you have done. It will be great to see how our young people have interpreted the 5 Rights theme because developing a good understanding of how to stay safe online is perhaps even more important than it ever has been.

“Good luck – and please don’t worry if you’re not able to produce as comprehensive a project as you may have liked. The important thing is everyone has fun, has a chance to develop their knowledge and understanding and that they gain some recognition for their hard work.”

The team will assess all submitted entries and the intention is that the best examples will be highlighted on the Northern Alliance website, social media and via local authorities as a celebration of the work undertaken. Any work which you prefer not to share more widely can be kept confidential. All participants will be provided with a digital learning certificate.

While this is aimed at Primary 6 and 7, please also remember a new DigiLearnScot blog has been launched across Scotland to share stories of how you are using digital technologies to support learning and teaching. Visit: https://blogs.glowscotland.org.uk/glowblogs/digilearn/

Teachers, pupils and parents alike can also share their stories of how digital is being used to support learning at home via social media, by using the hashtag #learningathomescot