TY  - JOUR
AB  - Researchers have argued that video games have great utility for learning. Games promote experiential learning and can be used to facilitate active learning. This paper examines the potential of video games in education. In particular, it examines the benefits of game modding compared to playing and/or creating games. However, video game classes have been primarily attended by male students. This paper looks further into the gender issue regarding the use of video game modding in education. This is demonstrated through a course developed by the authors on game design. The main goal of the course was to introduce middle school and high school female students to IT and assist them in acquiring five basic IT skills. During the course, survey data was collected from participating students. Results from the surveys as well as analysis of student projects and anecdotal evidence suggest that using video game modding is successful in increasing self‐efficacy and motivation as well as teaching female students basic IT skills.
VL  - 3
IS  - 2
SN  - 1741-5659
DO  - 10.1108/17415650680000059
UR  - https://doi.org/10.1108/17415650680000059
AU  - Yucel Ibrahim
AU  - Zupko Joseph
AU  - Seif El‐Nasr Magy
PY  - 2006
Y1  - 2006/01/01
TI  - IT education, girls and game modding
T2  - Interactive Technology and Smart Education
PB  - Emerald Group Publishing Limited
SP  - 143
EP  - 156
Y2  - 2024/05/13
ER  -