Jak to było z grami i dziewczynami w latach 90.


  • Girls tend to enjoy games that allow for open-ended play and exploration that does not necessarily require completion of one goal or level to get to the next (Gorriz and Medina 2000, Kafai 1996).
  • Girls prefer games with puzzles or mysteries over games that involve physical accuracy and acuity (Children Now 2001, Gorriz and Medina 2000).
  • Girls would rather spend their time creating things instead of destroying things (Gorriz and Medina 2000, Bruner, Bennet, and Honey 1998).
  • Girls enjoy everyday life activities and metaphors just as much if not more than fantasy adventures (Subrahmanyam and Greenfield 1998).
  • Girls may be less comfortable than boys about just jumping in and exploring a game to learn how to do things; they may do better with more explicit mentoring and instruction at the beginning of a game (Subrahmanyam and Greenfield 1998).
  • Girls prefer collaboration to violence against others in games (Gorriz and Medina 2000, Subrahmanyam and Greenfield 1998).
  • Girls tend to prefer working in smaller teams than boys do (Subrahmanyam and Greenfield 1998).
  • Girls enjoy forging relationships—visiting other characters, writing letters, learning about how other characters feel about what is going on (Subrahmanyam and Greenfield, Bruner, Bennet, and Honey 1998).
  • Girls are interested in the story behind the story—motivations and interrelationships among characters (Gorriz and Medina 2000).
  • Girls enjoy communication with other girls, and games that encourage or incorporate chat and social activity in conjunction with the game can support this (Gorriz and Medina 2000).