MIT-MUT: Encouraging girls to engage in ICT and entrepreneurship

MIT-MUT: Encouraging girls to engage in ICT and
entrepreneurship through social learning, game
based learning and gamification
Natalie Denk, Thomas Wernbacher, Alexander Pfeiffer
Donau Universität Krems, Krems, Austria
SELECTED FINDINGS
In Austria and throughout Europe women are still underrepresented in the field of information and communication technologies
(ICT), and this is particularly true for female entrepreneurs. In
MIT-MUT we assume that the origins of this imbalance are based
on gender stereotypes. Well documented parameters in this regard are social background, insufficient information about occup-
ational areas, the lack of role models and more difficult conditions for women in male-dominated professions. School plays a very
important part in career choices and has the potential to break
stereotypes. This is where the project MIT-MUT comes into play.
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OBJECTIVES:
• Broaden career perspectives of girls at the age of twelve to fourteen
• Encourage them to engage in ICT and entrepreneurship
To achieve these goals MIT-MUT combines social learning, game based
learning and gamification and follows a competence-oriented approach.
Minigames - concept and
work in progress
MIT MUT
INTRODUCTION:
Wähle ein Spiel aus!
of the qualitative interviews with girls at the age of thirteen to fourteen:
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The majority of the interviewed girls…
…reflect gender stereotypic behavioural patterns regarding their intended career paths.
…have a strong affinity towards digital media and a high digital competence.
…frequently use social media networks (especially WhatsApp) for communication with friends and
class mates.
…play digital games regularly - first of all on their smartphones.
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THE MIT-MUT PLATFORM
During a phase of six weeks the girls will play the “MIT-MUT game”. It will be a combination of role
playing, multiplayer games and a collection of mini games – all presented in a serious context and
embedded in a social network.
Therefore they as well as their teachers and the game masters get a profile on the “Social Enterprise Network” (S.E.N.). The S.E.N. is a social media platform and provides the possibility for:
• Communication - within the teams, with other pupils, teachers or game masters
• Social learning (self-organized learning, teamwork etc.) - during the tasks and within the teams
• Consulting role models via chat (Role models will also have a profile on the S.E.N.)
• Practise and experience acting as a company within the protected environment of the S.E.N.
The technical implementation will be realised with “Yammer” (Microsoft).
TIMELINE:
Literature research
Qualitative analysis, interviews with pupils and teachers
Didactic concept and development of the MIT-MUT platform, a
“Social Enterprise Network” (S.E.N.)
Game development and gamification implementation
Testing and implementing the MIT-MUT game in ten partner
schools in Austria
2016 | July
Evaluation process
FUNDING AND PARTNERS
Further information: www.mit-mut.at
GAME BASED LEARNING AND GAMIFICATION
Ongoing interplay
in terms of an
iterative design
process
2014 | August
START UP! – BE CREATIVE! – CREATE! – PRESENT! – ACHIEVE! These prompts represent the
challenges the girls have to face during the six weeks. To fulfil these “multiplayer” tasks they will act
in teams as small companies. This way the girls will become acquainted with both different areas of
responsibilities within a company and processes like developing and presenting ideas.
In every phase there will be the option to play skills-based mini games (single player). On the one
hand to play these mini games the girls will practise certain skills like strategic and logical thinking
or problem solving. The mini games also address self-efficacy beliefs. On the other hand each mini game stands for important topics like dealing with work-life balance or IT security.
With each fulfilled task the girls earn certain achievements and badges within the social network.
The gamification features mainly address the proved competencies and show the girls the competencies they already have to strengthen their self-confidence.