Women, gaming and STEM majors: interest and motivation

In light of the ongoing issues of recruiting and retention of women in STEM majors, this study sought to look at this issue in relation to video game play experience. The research questions asked; What impact do open worlds, First Person Shooters (FPS), Role Play games (RPG), or social versus single player‐type games have on the motivation and interest of college freshman women to enter STEM majors? Does longitudinal game play experience in games have an impact on STEM interest in college freshman women? Survey respondents consisted of men and women, including the target demographic of 18 to 21 year old college freshman women with a gaming background. Interviews were conducted with men and women ages 18 to 38. This was a mixed‐methods study. The survey data was analyzed with SPSS software, and the interviews were coded according to the themes. The research revealed that there was a significant impact on all measures on some first‐year college women for interest, motivation and self‐efficacy in STEM majors in relation to longitudinal video game play. Interviewees who had longitudinal game play experience reported several unexpected advantages as well. These included the experience of high competition in a safe environment and a feeling of being in control as well as practicing decision‐making. Interest theory, motivation theory, self‐efficacy theory and self‐authorship theory informed this study. The implications of the positive impact of longitudinal video gaming on STEM interest, motivation and self‐efficacy could inform future game design as well as educational practices for girls and women.