A Conceptual Framework for Supporting Gender-Inclusivity in Games

Gender-inclusivity in games has been a much debated issue and despite the dramatic growth of gender and games research, many challenges remain in designing a more gender-inclusive game. Gender-inclusivity in games may support certain features and in turn may even determine the features of applications built based on it. This poses a challenge: although we have good techniques for analyzing, designing and evaluating current games, our techniques for gender-inclusive games are much less formed. We present a brief outline of some unresolved issues concerning gender-inclusivity in games and the gaps in designing a more gender-inclusive game. There is little reported experience in the issues that arise in determining what features should go into a gender-inclusive game and for determining the success or failure in the evaluation of those features. The questions that arise from this situation are how to define gender-inclusivity in games, how to incorporate gender-inclusivity into a game creation process and how to accurately measure gender-inclusivity in games. We propose a framework that defines gender-inclusivity in three key themes: (1) gameplay, describing the game behaviour and how a player experiences the game. It include non-violent action (NVA), game support (GS), forgiving gameplay (FG), non-violent challenge (NVC), feedback system (FS), variety of activities (ACT), personalization (PER) and collaboration (COLL); (2) content, describing the aesthetics elements of a game. It consists of character/avatar portrayal (AVP), game world graphics (GW), sound/music (SM) and storyline (STOR) and; (3) genre, categorizes games into twelve broad genres: racing, simulation, classic/board, strategy, sports, shooting, role playing game, platform, children, puzzle/quiz, action and adventure. On-going research is being planned for experiments to validate the framework through expert reviews, game evaluations and game design projects. We believe the results may extend to other domains in technology enhanced teaching and learning applications to commercial games design

Gender-Inclusivity Framework (GIF): A Conceptual Framework for Supporting Gender-Inclusivity in Games

Despite the dramatic growth of gender and games research, many challenges remain in designing a more gender inclusive game. This research addresses the problem of how to support gender-inclusivity in games by incorporating theories in games and gender. Existing research in games and gender tend to focus on finding out how each gender plays and their preferences in games. However, there is little evidence that researchers have approached the issue of gender inclusivity in games with the intent of building a cohesive understanding of gender inclusivity in games and the relationships that exist between the different dimensions and components. Consequently, the aim of this research is to develop an integrative conceptual framework that can support gender inclusivity in games. The development of the Gender Inclusivity Framework (GIF) aimed to understand the makeup of gender inclusivity in games, how to define gender inclusivity in games and measure the level of gender inclusiveness in games. Drawing upon established theories and prior research findings, the proposed framework suggests that gender inclusivity in games can be determined by 3 dimensions: (1) gameplay, which describes the game behaviour and include non-violent action (NVA), game support (GS), forgiving gameplay (FG), non-violent challenge (NVC), feedback system (FS), variety of activities (ACT), personalization (PER) and collaboration (COLL); (2) content, that relates to the aesthetics elements of a game and consists of character/avatar portrayal (AVP), game world graphics (GW), sound/music (SM) and storyline (STOR) and; (3) genre, which categorizes games into twelve broad genres: racing, simulation, classic/board, strategy, sports, shooting, role playing game, platform, children, puzzle/quiz, action and adventure. Each dimension in the framework is divided into individual components that can be modified or further investigated in future studies. Each component in combination describes the dimension in terms that can be measured and evaluated in empirical studies. Hence, the combination of dimensions and components used to construct the framework provide the description of gender-inclusivity in games, which in turn is expected to predict the degree of gender-inclusiveness in games. For educators, GIF allows the identification of gender-inclusivity components in games so informed decisions can be made on how to evaluate and choose appropriate games for classroom activities. For researchers, GIF provides a common framework in which to conceptualize their research and make it easier to see how individual variables fit into the larger picture. For game designers, GIF enables deconstruction of the concept of gender inclusivity in games into smaller, conceptually distinct and manageable component to guide the design of gender inclusivity in games

Designing for Inclusivity: Platforms of Protest and Participation

This article offers critical insights into new digital forms of citizen-led journalism. Many communities across western society are frequently excluded from participating in newsgathering and information dissemination that is directly relevant to them due to financial, educational and geographic constraints. News production is a risky business that requires professional levels of skill and considerable finances to sustain. Hence, ‘hyper-localised news’ are often absent from local and national debates. Local news reportage is habitually relegated to social media, which represents a privileged space where the diffusion of disinformation presents a threat to democratic processes. Deploying a place-based, person-centred approach towards investigating news production within communities in Cornwall, UK, this article reflects on a participatory action research project called the Citizen Journalism News Network (CJNN). The CJNN is an overt attempt to design disruptive systems for agenda setting through mass participation and engagement with social issues. The project was delivered within four communities via a twelve-week-long journalism course, and a bespoke online app. CJNN is a platform for citizen journalists to work collaboratively on investigating stories and raising awareness of social issues that directly affect the communities reporting on them

Designing for Inclusivity: Platforms of Protest and Participation

This is the final version. Available on open access from Cogitatio Press via the DOI in this recordThis article offers critical insights into new digital forms of citizen-led journalism. Many communities across western society are frequently excluded from participating in newsgathering and information dissemination that is directly relevant to them due to financial, educational and geographic constraints. News production is a risky business that requires professional levels of skill and considerable finances to sustain. Hence, ‘hyper-localised news’ are often absent from local and national debates. Local news reportage is habitually relegated to social media, which represents a privileged space where the diffusion of disinformation presents a threat to democratic processes. Deploying a place-based, person-centred approach towards investigating news production within communities in Cornwall, UK, this article reflects on a participatory action research project called the Citizen Journalism News Network (CJNN). The CJNN is an overt attempt to design disruptive systems for agenda setting through mass participation and engagement with social issues. The project was delivered within four communities via a twelve-week-long journalism course, and a bespoke online app. CJNN is a platform for citizen journalists to work collaboratively on investigating stories and raising awareness of social issues that directly affect the communities reporting on them.European Social Fund (ESF

Just design

Inclusive design prescribes addressing the needs of the widest possible audience in order to consider human differences. Taking differences seriously, however, may imply severely restricting “the widest possible audience”. In confronting this paradox, we investigate to what extent Rawls’ theory of justice as fairness applies to design. By converting the paradox into the question of how design can be fair, we show that the demand for equitability shifts from the design output to the design process. We conclude that the two main questions about justice find application in design: the question about the standards of justice and the question about its metrics. We endorse a Rawlsian approach to the former, while some revision may be due regarding the latter

Working collaboratively on the digital global frontier

An international online collaborative learning experience was designed and implemented in preservice teacher education classes at the University of Calgary, Canada and the University of Southern Queensland, Australia. The project was designed to give preservice teachers an opportunity to live the experience of being online collaborators investigating real world teaching issues of diversity and inclusivity. Qualitative research was conducted to examine the complexity of the online collaborative experiences of participants. Redmond and Lock’s (2006) flexible online collaborative learning framework was used to explain the design and the implementation of the project. Henri’s (1992) content analysis model for computer-mediated communication was used for the online asynchronous postings and a constant comparative method of data analysis was used in the construction of themes. From the findings, the authors propose recommendations for designing and facilitating collaborative learning on the digital global frontier

Designers and manufacturers’ perspectives on inclusive/universal design

Inclusive design in the U.K. and its U.S. counterpart, universal design, present opportunities and challenges to industry. In order to encourage manufacturers and design companies to adopt more inclusive design practices, the research has been carried out to gain an understanding of why and how companies adopt inclusive design practices, what are the barriers when implementing them and what are the key strategies for facilitating inclusive/universal design in an industrial context. Based on interviews with a number of U.K. design consultancies and an investigation among manufacturers in the U.S., a comparison between U.K. consultant designers and U.S. consumer product manufacturers’ perspectives on inclusive/universal design was made. It was found that designers are reluctant to sacrifice the aesthetics of the brand to design for inclusion, but nevertheless would like to have practical tools to help them develop more inclusive solutions. For manufacturers, the key motivation for such practices is that of government regulation and legislation requiring the accessibility of products and services

Include 2011 : The role of inclusive design in making social innovation happen.

Include is the biennial conference held at the RCA and hosted by the Helen Hamlyn Centre for Design. The event is directed by Jo-Anne Bichard and attracts an international delegation