Hacking Gender in Computer-Supported Collaborative Learning: The Experience of Being in Mixed-Gender Teams at a Computer Science Hackathon

Autor/inn/en	Dana Kube; Sebastian Gombert; Brigitte Suter; Joshua Weidlich; Karel Kreijns; Hendrik Drachsler
Titel	Hacking Gender in Computer-Supported Collaborative Learning: The Experience of Being in Mixed-Gender Teams at a Computer Science Hackathon
Quelle	In: Journal of Computer Assisted Learning, 40 (2024) 6, S. 2513-2527Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dana Kube) ORCID (Sebastian Gombert) ORCID (Brigitte Suter) ORCID (Joshua Weidlich) ORCID (Karel Kreijns)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12905
Schlagwörter	Forschungsbericht; Cooperative Learning; Computer Assisted Instruction; Gender Issues; Learning Activities; Computer Software; Vandalism; Privacy; Computer Security; Sex Stereotypes; Gender Bias; Student Experience; Individual Differences; Teamwork; Performance Factors; Secondary School Students; STEM Education; Computer Science; Student Attitudes; Computer Science Education; Educational Games + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Computer based training; Computerunterstützter Unterricht; Geschlechterfrage; Lernaktivität; Privatsphäre; Computervirus; Computersicherheit; Geschlechterstereotyp; Studienerfahrung; Individueller Unterschied; Leistungsindikator; Sekundarschüler; STEM; Informatik; Schülerverhalten; Computer science lessons; Informatikunterricht; Educational game; Lernspiel
Abstract	Background: Gender stereotypes about women and men are prevalent in computer science (CS). The study's goal was to investigate the role of gender bias in computer-supported collaborative learning (CSCL) in a CS context by elaborating on gendered experiences in the perception of individual and team performance in mixed-gender teams in a hackathon. Dataset: The dataset of this study was collected at a 3-day CSCL hackathon aimed at gaining knowledge on designing educational games. We assigned the 28 participants of the hackathon to mixed-gender groups and asked them to fill out a questionnaire, including collective self-esteem scales, before the start. During the hackathon, we again asked the participants to complete team progress evaluation surveys individually after each workday. Lastly, we interviewed 11 participants to elaborate on the quantitative findings with qualitative data. Methodology: We applied an exploratory mixed-method approach using quantitative survey data at several time points during the hackathon, which was analysed with clustering and descriptive statistics and complemented with qualitative coding of interviews with participants. Results: The results demonstrate that social and psychological aspects of gender are important for understanding the outcomes and perceptions of gender in a CS hackathon. The analysis further suggests that collective self-esteem can be used as a key variable to assess gender differences in CSCL studies, providing explanatory benefits. More broadly, results gave reason to believe that CSCL in the CS domain currently severely fails to account for gender representation. Interviewed participants raised substantial concerns about the underlying gender stereotypes prevalent in communication, team roles, and work division. We provide recommendations for practitioners seeking to create gender-inclusive and counter-stereotypical CSCL and wider, critical proposals for how we, as researchers, can assess gender with appropriate methodologies and interventions in computer science education. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/2/04