Promoting Game Jams and Hackathons as more Women-Inclusive Environments for Informal Learning

Abstract

Hackathons and game jams are informal venues to engage STEAM (Science, Technology, Engineering, Arts, and Math) students in practical learning and nurturing interdisciplinary competencies (e.g., programming, design, communication). They also offer rich opportunities for networking and boosting the employability of participants. However, due to the not very inclusive culture created around them, these events may become hostile places for women. The low participation of women in hackathons and game jams may result in a loss of opportunity for them to improve their skills or to find jobs. Little is known about the motivations and perceptions of women participating in hackathons and game jams. We aimed at understanding (1) what are the typical gender-related problems women face in hackathons and game jams and how the perspective of men differ in regards to that problem; (2) how women perceive their motivations and their experience when participating in such events; and (3) what deters some women from participating. In this paper, we surveyed 211 participants of 8 events of this nature targeting higher education students with multidisciplinary backgrounds: 2 game jams (one of them women-focused) and 6 hackathons (one of them women-focused). Additionally, we applied a survey to hear the voice of 47 women who never attended these events to understand their lack of motivation. Through qualitative and quantitative data analysis, we compared the perspectives of men and women who participated in the studied hackathons and game jams. The qualitative data allowed us to investigate different experiences of women who reported discomfort in these events. As contributions of this paper, based on the collected data, we report different perspectives that men and women have about gender issues in these events and highlight the typical sexist behavior (bropriating, mansplaining, etc) of men participating in hackathons and game jams. Results showed that learning is the main motivation for both men and women to join these events. We also map the common reasons for women not being motivated to participate in these types of gatherings. Finally, we propose recommendations so that hackathons and game jams can increase gender equality. Our experience suggests these events, if well planned and executed, may become drivers to change attitudes and stereotypes regarding women in computing. By lowering those barriers, women can be more engaged and stimulated so they can also take advantage of more opportunities for STEAM learning in such informal settings.