=Paper=
{{Paper
|id=Vol-3607/paper15
|storemode=property
|title=ProgramADAmente: educational and social platform to bring programming closer to girls and teenage girls
|pdfUrl=https://ceur-ws.org/Vol-3607/paper15.pdf
|volume=Vol-3607
|authors=Rebeca Fernández,Evelyn Kremer,Andrea Delgado
|dblpUrl=https://dblp.org/rec/conf/lawcc/FernandezK023
}}
==ProgramADAmente: educational and social platform to bring programming closer to girls and teenage girls==
https://ceur-ws.org/Vol-3607/paper15.pdf
“ProgramADAmente”: educational and social platform
to bring programming closer to girls and teenage girls
Rebeca Fernández, Evelyn Kremer and Andrea Delgado
Instituto de computación, Facultad de Ingeniería, Universidad de la República, Julio Herrera y Reissig 565, Montevideo,
11300, Uruguay
Abstract
Worldwide, girls and teenage girls are progressively moving away from scientific areas from the last
years of primary school, and particularly from the area of Computing. In the last 30 years, enrollment in
the Computer Science career run by the Instituto de Computación (Computer Science Institute, InCo) of
the Facultad de Ingeniería (Engineering School, FING) of the Universidad de la República (University of
the Republic, UdelaR) of Uruguay, has been growing steadily, mainly by male enrollment, while female
enrollment has remained below 20%. A group of female teachers from InCo has been working since 2016
with face-to-face activities and hands-on workshops in our school in the International Girls in ICT Day,
for girls and teenage girls in Uruguay. With the COVID-19 health emergency, new virtual workshops
were created in 2021 using existing programming platforms. From this initiative the development of
the educational platform “ProgramADAmente” arises, named in honor of Ada Lovelace (1815-1852),
recognized as the first programmer, with the aim of providing integrated access to various existing
programming platforms, providing educational paths for different levels of learning. This article presents
the platform ”ProgramADAmente” and its main elements, as well as a survey of existing programming
platforms, available web technologies and the infrastructure necessary for its operation. The platform
was validated in an example of application with data from the workshop held on the International Girls
in ICT Day in April 2022, and through its use in the ”¡A programar!” (”Let’s code!”) workshop held in
April 2023, where high school girls carried out the proposed exercises successfully, initially validating
some of the benefits and capabilities provided and identifying improvement opportunities.
Keywords
Computing, Informatics, gender gap, web programming platforms, girls and teenage girls
1. Introduction
Worldwide, girls and teenage girls are progressively moving away from scientific areas from
the last years of primary school, and particularly from the area of Computing, due to multiple
social reasons and associated stereotypes[1, 2]. In the last 30 years, enrollment in the Computer
Science career run by the Instituto de Computación (Computer Science Institute, InCo) of the
Facultad de Ingeniería (Engineering School, FING) of the Universidad de la República (University
of the Republic, UdelaR) of Uruguay, has been growing steadily, mainly by male enrollment,
while female enrollment has remained below 20% [3, 4, 5].
Proceedings XV Congress of Latin American Women in Computing 2023, October 16–20, 2023, La Paz, Bolivia
Envelope-Open rebeca.fernandez@fing.edu.uy (R. Fernández); evelyn.kremer@fing.edu.uy (E. Kremer); adelgado@fing.edu.uy
(A. Delgado)
Orcid 0000-0003-4749-9366 (A. Delgado)
© 2023 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR
Workshop
Proceedings
http://ceur-ws.org
ISSN 1613-0073
CEUR Workshop Proceedings (CEUR-WS.org)
CEUR
ceur-ws.org
Workshop ISSN 1613-0073
Proceedings
This reality is worldwide [6, 7, 8, 9, 10] and has several effects on the discipline, firstly the
loss of talents who could make great contributions by enriching the academic, scientific and
professional areas, their own lives, and the entire society; a highly masculinized career where
spaces can be reticent to women, with little diversity and in some specific fields almost none.
Furthermore, women are left out of a professional area of work with high incomes in rapid
development with many opportunities, and in Uruguay with zero unemployment.
A group of female teachers from InCo has been working since 2016 with face-to-face activities
and hands-on workshops in our school in the International Girls in ICT Day, for girls and teenage
girls in Uruguay [3, 4], which were published in 2020 in the web site ChicasTICs[11]. With the
COVID-19 health emergency, new virtual workshops[5] were created in 2021 using existing
programming platforms, in which 102 girls participated in the International Girls in ICT day
that year. Specifically, the ”¡A programar!”(”Let’s code!”) workshop was created using the
Gobstones platform[12], defining an educational path with three exercises provided by the
platform for learning variables, repetition and conditionals.
From this initiative the development of the educational platform “ProgramADAmente” arises,
which aims to bring the programming closer to girls and teenage girls in Uruguay, but it could be
extended to other countries. Although there are several platforms with programming activities
for children and young people in general such as Scratch[13], Blocky[14] or Code.org[15], many
are in English, do not allow free use and the usage provided is mainly on demand. The name
of the platform ”ProgramADAmente” honors Ada Lovelace[16](Augusta Ada Byron, London,
United Kingdom, 1815-1852), a British mathematician considered the first programmer, creator
of the first algorithm for a computer.
Being able to provide more educational and social activities available is a necessary growth tool
so that girls and teenage girls do not fall even further behind in their learning and environment,
bringing them to programming and to Computer Science careers. In that sense, the platform
”ProgramaADAmente” integrates existing programming platforms, including activities and
videos to do and watch on demand, as well as real-time online workshops and activities aimed
at girls and teenage girls, in which participants can interact with female teachers and female
advanced students from InCo and with professional female graduates of the computing careers.
The platform was validated in an application example with data from the workshop held on the
International Girls in ICT Day in April 2022, and through its use in the ”¡A programar!” (”Let’s
code!”) workshop held in April 2023, where girls from high school carried out the proposed
exercises successfully, initially validating some of the benefits and capabilities provided and
identifying improvement opportunities.
The rest of the document is organized as follows: in Section 2 we present the survey
we carried out on existing programming platforms, in Section 3 we describe the platform
”ProgramADAmente” along with its main functionalities and in Section 4 we present the
validation we carried out. In Section 5 we describe the related work and finally in section 6 we
present some conclusions and future work.
2. Survey of existing programming platforms
The main objective of the survey is to find existing programming platforms to be integrated
into the ”ProgramADAmente” platform, not to develop a new language or a programming
platform, but to provide a platform that integrates different existing options, with offers of
different languages and exercises to be used. Among the most important characteristics to
evaluate in existing programming platforms are: language (Spanish, English), target age range
(school children, teenagers), programming approach (blocks, code, object-oriented, icons, puzzle,
3D elements), cost (free, trial, paid, premium), presentation of activities (on demand, online,
real time), type of activities (predefined, personalized). To find the largest number of existing
platforms, we carried out several searches on the web with different search strings that allowed
to be obtain results in the defined direction. First, we carried out searches in Google and Google
Scholar with a search string in English (“programming teaching websites for children”) to
cover as many results as possible, and then with a specific search string in Spanish (“Español
herramientas para aprender a programar para niños”) to focus the results specifically on the
Spanish language, which was the main interest. Table 1 presents the results of the survey of
programming platforms and their main characteristics.
Of the 25 platforms analyzed, it can be observed that the majority are recommended for
people over four years old, covering a wide range of ages. In terms of the languages in which
the activities are available, more than two-thirds provide activities in English, a third in Spanish
(and English), and approximately a quarter in symbols. About two-thirds are free but half of
them include the premium extension for more features. More than three quarters are web (some
also mobile), the vast majority offer on-demand activities, and as a programming language they
are mainly divided between block and code languages, providing mostly predefined activities.
Among the platforms surveyed, the following were selected as relevant platforms for integration:
Scratch, Blocky, Code.org, Gobstones, Pilas Blocks, because they are web and provide predefined
activities in Spanish.
3. Platform ”ProgramADAmente”
The educational and social platform ”ProgramADAmente” is web, made with free software, and
free to use, although registration is required to participate in workshops and other activities, as
a way to generate community with educational institutions. The main characteristics include
the definition of activities with the possibility of creating associated teaching material and
integrating exercises from existing programming platforms. These activities can be simple
(exercise, workshop, webinar, talk) or compound (day that includes workshops or courses),
have an associated format (in-person, virtual or hybrid), and can be carried out synchronously
(the day and time defined ) or asynchronous (activities accessible on demand). It is allowed to
integrate activities from different existing programming platforms such as the ones listed in
Section 2: Gobstones, Pilas Blocks, Blocky, Codepip, Tynker, among others. Figure 1 shows the
initial screen with the list of activities, registration and login. Figure 2 shows exercises for some
of the programming platforms integrated.
Table 1
Survey of existing programming platforms results
Name Age Languages Cost Technology Programming Presentation Type
Alice[17] 10+ ENG free desktop Object Oriented On demand Pred+Per
Blocky[14] 8+ SPA,ENG free web Blocks On demand Pred
CheckIO[18] 7-13 ENG trial+paid web Code On demand Pred
CodaKid[19] 9+ ENG trial+paid web Code On demand,online Pred+Per
CodeSpark[20] 5-9 symbols trial+paid web,desktop Puzzle On demand Pred
Code.org[15] 4-14 SPA,ENG free web Blocks On demand Pred+Per
CodeCombat[21] 7-16 ENG free/premium web Code On demand,real time Pred
Codemancer[22] 6-12 symbols paid desktop,mobile Puzzle On demand Pred
CodeMonkey[23] 9+ ENG free/premium web Code On demand Pred
Codepip[24] 5-18+ SPA,ENG free/premium web Code On demand Pred
Corkthevolcano[25] 8-18 symbols paid desktop,mobile Puzzle On demand Pred
CodingGames[26] 4-16 symbols free/premium web Puzzle On demand Pred
Flowlab[27] 12+ ENG free/premium desktop,mobile Diagrams On demand Per
GamestarMechanic[28] 7-14 ENG free/premium desktop icons,elem. 3D On demand Per
Gobstones[12] 6+ SPA free web,desktop Blocks,Code On demand Pred+Per
Hopscotch[29] 10-16 ENG free/premium mobile Blocks On demand Pred
Kidlo[30] 4-9 symbols free/premium web,mobile Puzzle On demand Pred
Kodable[31] 4-11 symb.,ENG trial+paid web,mobile Blocks,Code On demand Per
KoduGameLab[32] 8+ ENG free desktop icons,elem. 3D On demand Per
Lightbot[33] 4+ symbols trial+paid web,mobile Puzzle On demand Pred
MakeCode[34] 9+ ENG free web Blocks,Code On demand Pred
Pilas bloques[35] 5-12 SPA free web,desktop Blocks On demand Pred
Scratch[13] 8-16 SPA,ENG free web Blocks On demand Pred+Per
Snap![36] 13+ SPA,ENG free web Blocks On demand Pred+Per
Tynker[37] 5-18 SPA,ENG trial+paid web,mobile Blocks,Code On demand Pred
Figure 1: Platform ”ProgramADAmente” initial screen with list of activities
For both on-demand activities and workshops, we are interested in being able to define
educational paths that allow students to increasingly build knowledge based on previous
activities. Educational paths refer to activities that are not specific, but are blocks of exercises
that follow a logical predefined learning path. The activities can be defined as private or public,
in the first case, they remain visible only to the teachers in order to continue editing the activity,
adding teaching materials or activities in the case of compound activities. Public activities
are visible to any user browsing the platform, but to participate in synchronous activities,
registration is required, in the registration period defined prior to the date of the activity, which
may be individually by a participant, or in a group form by a referent (for example from an
institution with an associated group of participating girls). Registrations must be approved
by teachers of the activity, allowing confirmation and record of the places granted. For this,
support is provided for user administration and data collection of registrations and use of the
platform. Once the activity was carried out on the defined date, its use is released on demand,
so that any user can carry it out, including visitors (see Section ?? Validation of the Platform).
As social features, users are allowed to comment on activities carried out, as well as follow
activities and users on the platform and publish news. The integration of an exchange forum is
planned, among other functionalities, that allow providing a social network to bring girls and
teenage girls closer to the area. We are also interested in generating a network of women in
computing that connects the educational dimension with the professional and scientific practice,
bringing women in the area and their experiences closer to girls.
Also, in the platform design we considered non-functional characteristics defined based on the
ISO 25010[38] standard including: Performance, Usability, Security, Compatibility, Portability
(a) Integration of platforms Gobstones and Pilas Bloques
(b) Integration of platforms Blocky y Codepip
Figure 2: Platform ”ProgramADAmente” integration of existing programming platforms
and Maintainability, which are not detailed due to space reasons. Relevant aspects include the
use of the platform with concurrently connected users, the usability of the graphical interface
with attractive design, images and appropriate color tones, security with roles and permissions
for users and encrypted passwords, a responsive design for desktop and mobile devices, the
integration of existing programming platforms and the possibility of integrating new ones,
among others.
4. Validation of the platform
The platform was validated in an example of application with data from the workshop held on
the International Girls in ICT Day in April 2022, and through its use in the ”¡A programar!”
(”Let’s code!”) workshop held in April 2023, where high school girls carried out the proposed
exercises successfully, initially validating some of the benefits and capabilities provided and
identifying improvement opportunities.
4.1. Example of application in workshop Chicas TICs 2022
The application example focuses on the programming activity ”¡A programar!” of the workshop
Chicas TICs 2022 edition held on the International Girls in ICT Day on April 28, 2022. In that
edition, we maintained the same content of the workshop from the virtual format carried out in
2021[5], in which the Gobstones platform was used, proposing an educational path of three
programming exercises with blocks to work with variables, repetitions and conditionals. The
information about the activity and the personal data of its participants and references in charge
of registration were taken into account, to show a complete cycle of use of the platform.
The general workshop proposal follows the definitions made since the beginning of the
workshops in 2017 [3, 4, 11] offering hands-on workshops where teenage girls from 1st to
4th grade of high school (12 to 15 years old) carry out activities of programming, circuits,
maps, data and robotics, taught by female teachers and advanced female students from the
Computer Science and Electrical Institutes, with a ”role model” approach. The 2022 edition
of the International Girls in ICT Day was the first of the returning to face-to-face activities
that was held with workshops again at the Engineering School (FING), UdelaR, after the virtual
activities carried out in 2021 [5], and the suspension in 2020 due to the COVID-19 pandemic
(launch of the Chicas TICS website [11]). In 2022, the workshop was repeated on May 12 to
reach more institutions that could not attend the original day in April, and due to the returning
to in-person attendance, where more institutions wanted to participate after the virtual period.
In both instances, the same scheme was repeated and the same five workshops were given:
T1: Data Workshop, T2: Map your world, T3: ”¡A programar!” Workshop, T4: Electrifying
Workshop and T5: Morse-Vail Workshop, totaling 364 girls participating in the two days in all
the workshops. The number of girls participating in the ”¡A programar!” workshop was of 105
in both days, using for the validation the data from the day held on May 12 with 75 participants
registered, as well as their representatives and institutions.
Figure 3 shows the registration screens on the platform ”ProgramADAmente”: (a) group
registration by representatives of the participating institutions and (b) confirmation of
participation quotas by teachers. Figure 4 shows the definition of the workshop as a compound
activity and the workshop ”¡A programar!” as one of the simple activities included in it. You
can see the three exercises defined in the educational path to be carried out in the workshop
with the Gobstones platform: (1) ”Lucho turns on the lights (basic)” with variables and simple
repetition; (2) ”Super Lucho 1 (basic +)” adding conditional repetition and (3) ”Super Lucho 2
(basic ++)” adding conditional within the repetition. The details of these exercises can be seen
in [5] where the definition of the workshop ”¡A programar!” for the virtual format is presented.
The example of application with data from the 2022 workshop in the International Girls in ICT
Day allowed us carrying out several complete use cycles on the platform ”ProgramADAmente”,
validating its suitability. In particular, teaching materials were created, a compound activity of
the 2022 edition of the workshop Chicas TICs was defined, with date May 12, 2022, as well as
the simple activities included, in particular the ”¡A programar!” workshop with integration of
the Gobstones platform and exercises. The registration request of the 75 participants for the
workshop was recorded by representatives of the educational institutions, and the confirmation
of the participation quota (for the ”¡A programar!” workshop) for each request was recorded by
the teachers. This allowed us to validate the functionalities provided on the platform.
(a) Group registration by institution representative (b) participation quotas confirmation by teachers
Figure 3: Example of application workshop Chicas TICs 2022: registration and quotas
(a) Compound activity including simple activity (b) Form to define compound activity
Figure 4: Example of application workshop Chicas TICs 2022: activities defined
4.2. Use in the ”¡A programar!” (”Let’s code!”) workshop Chicas TICs 2023
The platform was used in the workshop ”¡A programar!” (”Let’s code!”) of Chicas TICs 2023
workshop edition, held on the International Girls in ICT Day on April 27, 2023, in person
at the Engineering School (FING), UdelaR. Same as in previous editions several workshops
were held: T1: Data, T2: Robotics, T3: Programming, T4: Electrifying, T5: Code Hunters,
totaling 230 girls participating in the day in all the workshops. In this opportunity, 76 girls
participated in the ”¡A programar!” workshop corresponding to T3 (40 in the morning shift and
36 in the afternoon shift). Although the ”¡A programar!” workshop content used was the same
(a) Exercise with embedded Gobstones (b) Computers room photo and participating girls
Figure 5: Use of the platform in the ”¡A programar!” (”Let’s code!”) workshop in Chicas TICs 2023
as the one carried out virtually in 2021 and in person in 2022, the exercises were carried out
on the platform ”ProgramADAmente”. That is, instead of accessing the Gobstones platform
as before to carry out the exercises, we accessed the workshop day and specifically the ”¡A
programar!” workshop in ”ProgramADAmente” and from there each exercise is executed with
embedded Gobstones. Figure 5 shows: (a) the basic initial exercise ”Lucho turns on the lights”
with embedded gobstones, and (b) a photo of the computers room and the girls participating in
the afternoon shift workshop, which was the one in which the platform was used. You can see
on the screens the home page of the platform ”ProgramMADAmente” with the activities loaded.
Although the registration cycle and confirmation of participation quotas could not be carried
out through the platform due to availability on the dates of the event, the platform was used
by participants to carry out the exercises from the ”¡A programar!” workshop with embedded
Gobstones, allowed for a complementary validation to the one previously presented. In this we
focus on elements of usability, access and concurrent use of the platform and the exercises, as
well as the execution of embedded Gobstones. Additionally, a small survey was carried out1 to
the participants to evaluate some of the main aspects of the platform, which although it had a
small number of responses shows favorable indications in the girls’ perception. In Figure 6 the
answers to the questions asked are shown.
The questions are answered on the Linker scale from 1 to 5 with 1 = a little, 5 = a lot and
are: Q1-Did you like the design and colors used on the platform?, Q2-Did you find the platform
easy to use? , Q3-Did you like the exercises carried out on the platform?, Q4- Were you able to
do all the proposed exercises?, Q5-Have you already used programming sites?, Q6-Would you
like to do more activities on the platform?, Q7 -Would you recommend the platform to other
students? It can be seen that the majority of the responses are in the range of 4 and 5, question
P5 indicates that more than half of the girls who answered had used little or no programming
platform, and those who did indicated knowing Scratch. This tells us that providing a platform
like ”ProgramADAmente” integrating different programming platforms and languages, as well
as defining educational paths to guide programming learning, would be of great importance to
bring girls closer to programming and to the computing area. In this way, we added another
validation with focus on the users of the platform by carrying out an activity and its exercises.
1
Evaluation of use questionnaire platform ”ProgramADAmente” 2023 https://forms.gle/rUB8WGqFoqZyc94q9
Figure 6: Answers to evaluation of platform ”ProgramADAmente” workshop 2023
5. Related work
There are various international, Ibero-American and Latin American initiatives to promote STEM
careers among girls and teenage girls, with a variety of approaches such as workshops, talks,
courses, etc., generally in face-to-face format. Those from MIT[6, 7] and Carnegie Mellon[8]
from the USA, from Spain [9] and Meninas Digitais from Brazil[39] can be highlighted. In recent
years, several studies and initiatives have been presented in most Ibero-American and Latin
American countries at the Latin American Women in Computing Congress (LAWCC)[40] from
Argentina, Bolivia, Brazil, Chile, Colombia, Costa Rica, Ecuador, El Salvador, Spain, Panama,
Paraguay, Uruguay and Venezuela. [41] presents a survey of some of these initiatives that
are being carried out to reduce the gender gap in IT, with various projects and workshops.
Regarding programming platforms, the survey that we present in Section 2 shows several
existing platforms that mainly provide videos and exercises on demand, but do not provide or
allow defining educational paths and do not have a gender focus as our proposal does.
6. Conclusions
In this article, we presented the educational and social platform ”ProgramADAmente”, which
provides a web environment with integration of existing programming platforms (and associated
survey), for the definition and implementation of activities and educational paths, to bring
programming closer to girls and teenage girls. Exercises from several existing programming
platforms such as Gobstones, Pilas Blocks, Blocky, etc. were successfully integrated, being
extensible to others. The teachers can create exercises within educational paths that the
participants can carry out in compound and simple activities, with teaching materials of different
types. Support is also provided for users management and registrations to activities in real time
that have participation quotas associated and must be confirmed by teachers.
The validations carried out allow us to initially confirm some of the features and capabilities
provided by the platform, and identify improvement opportunities for future versions. We plan
to do more validations in specific activities, for example within the Ada Lovelace Day2 which
has been celebrated on the second Tuesday of October since 2009, in which the achievements
and contributions of women to Science, Technology, Engineering and Mathematics (STEM) are
recognized. We believe that the use of the platform could have a great contribution in the social
area and will contribute to continue bringing programming closer to girls and teenage girls
in our country, with specific activities defined in an environment which contributes to their
motivation, interaction with and visualization of women working in the area.
As future work we plan to extend the platform with functionalities that have not yet been
integrated, such as forums, and financing is being sought to be able to release it for open use
not only in Uruguay but throughout Latin America and Ibero-America, for which we should
consider some additions and infrastructure as multitenant.
References
[1] C. Tomassini, M. Urquhart, Mujeres e Ingeniería en Comp. UDELAR, Uruguay: Cambios
y permanencias, Technical Report, PEDECIBA Informática, UdelaR, 2011. URL: https:
//hdl.handle.net/20.500.12008/3463.
[2] N. Moreira, M. Ortega, A. Delgado, M. Goñi, Desigualdades de género en las áreas de
ciencia, tecnología, ingeniería y matemáticas (stem), in: X Congreso Iberoamericano de
Educación Científica Enseñanza y Aprendizaje de las Ciencias en Debate, volume 1, 2019,
pp. 813–822. URL: http://cieduc.org/2019/actas/LibroCieduc2019-Volumen1.pdf.
[3] A. Delgado, A. Rosá, C. Rattaro, A. Viscarret, L. Etcheverry, R. Sosa, M. Marzoa, E. Bakala,
Promoviendo carreras de tics en adolescentes de secundaria en uruguay, in: IX Congreso de
la Mujer Latinoamericana en Computación (LAWCC), https://clei.org/LAWCC/lawcc2017/,
2017. URL: https://clei.org/LAWCC/lawcc2017/lawcc2017-p3.pdf.
[4] A. Delgado, A. Rosá, L. Etcheverry, R. Sosa, M. Marzoa, E. Bakala, C. Rattaro, I. Briozzo,
Encouraging girls involvement in Information and Communication Technologies careers
in Uruguay, CLEI Elec. journal - Special Issue on Women in Comp. 22 (2019) 4:1–4:18. URL:
https://doi.org/10.19153/cleiej.22.2. doi:https://doi.org/10.19153/cleiej.22.2.4 .
[5] A. Delgado, A. Rosa, A. Marotta, C. Sanz, R. Sosa, M. Marzoa, L. Etcheverry, An experience
on virtual hands-on workshops to bring teenage girls to computer science in uruguay, in:
13th Congress of Latin American Women in Computing, LAWCC 2021, volume 3000, CEUR
Workshop Proceedings, 2021, pp. 57–68. URL: http://ceur-ws.org/Vol-3000/paper239.pdf.
[6] D. Ricket, The women’s technology program: Eecs outreach for high school students, MIT
EECS Thesis, 2001.
[7] K. Lim, Understanding the differences in factors affecting the decision to study engineering
at mit, MIT Thesis, 2015.
[8] J. Quesenbery, C. Frieze, Kicking butt: Women in cs at carnegie mellon university, 2015.
[9] E. inv. G. Marín, A. Delgado, Y. Cardinale, S. Leal, M. Sánchez-Segura, Monografía especial
Novática ”Las mujeres en la profesión informática: historia, actualidad y retos para el
futuro”, Technical Report, 2015. URL: http://www.ati.es/novatica/2015/231/nv231sum.html.
2
https://findingada.com/
[10] A. Bello, Las mujeres en ciencias, tec., ing. y matemáticas en américa latina y el
caribe onu mujeres, 2020. URL: https://lac.unwomen.org/es/digiteca/publicaciones/2020/09/
mujeres-en-ciencia-tecnologia-ingenieria-y-matematicas-en-america-latina-y-el-caribe.
[11] F. de Ingeniería UdelaR, Promoviendo carreras de tics en adolescentes mujeres de educación
media en uruguay, 2020. URL: https://www.fing.edu.uy/proyectos/chicastics/.
[12] Gobstones, n.d. URL: http://gobstones.github.io/.
[13] Scratch, n.d. URL: https://scratch.mit.edu/.
[14] Blocky games, n.d. URL: https://blockly.games/.
[15] Code.org, n.d. URL: https://code.org/learn.
[16] Biografía ada lovelace, n.d. URL: https://www.britannica.com/biography/Ada-Lovelace.
[17] Alice, n.d. URL: http://www.alice.org/.
[18] Checkio, n.d. URL: https://checkio.org/.
[19] Codakid, n.d.. URL: https://codakid.com/.
[20] Codespark, n.d.. URL: https://codespark.com/.
[21] Code combat, n.d.. URL: https://codecombat.com/.
[22] Codemancer, n.d.. URL: https://codemancergame.com/.
[23] Codemonkey, n.d.. URL: https://www.codemonkey.com/.
[24] Codepip, n.d.. URL: https://codepip.com/.
[25] Cork the volcano, n.d. URL: https://www.digitaldreamlabs.com//collections/
cork-the-volcano.
[26] Coding games, n.d. URL: https://www.education.com/games/coding/.
[27] Flowlab, n.d. URL: https://flowlab.io/.
[28] Gamestar mechanic, n.d. URL: http://gamestarmechanic.com/.
[29] Hopscotch, n.d. URL: https://www.gethopscotch.com/.
[30] Kidlo, n.d. URL: https://www.kidlocoding.com/.
[31] Kodable, n.d.. URL: http://www.kodable.com/.
[32] Kodu game lab, n.d.. URL: http://www.kodugamelab.com/.
[33] Light bot, n.d. URL: https://lightbot.com/.
[34] Make code, n.d. URL: https://makecode.microbit.org/.
[35] Pilas bloques, n.d. URL: https://pilasbloques.program.ar.
[36] Snap!, n.d. URL: https://snap.berkeley.edu/.
[37] Tynker, n.d. URL: https://www.tynker.com/.
[38] Estandar iso 25010, n.d. URL: https://iso25000.com/index.php/normas-iso-25000/iso-25010.
[39] C. Maciel, S. A. Bim, K. da Silva Figueiredo, Digital girls program: Disseminating computer
science to girls in brazil, in: 1st Int. Workshop on Gender Equality in SW Eng., GE ’18, ACM,
2018. URL: http://doi.acm.org/10.1145/3195570.3195574. doi:10.1145/3195570.3195574 .
[40] L. CLEI, Latin american women in computing congress, lawcc, 2014-2022. URL: https:
//www.clei.org/lawcc/.
[41] L. A. F. C. Irene Hernández Ruiz, Carolina Gómez Fernández, Compilation of latin american
initiatives and the regionalization of a university project to reduce the gender gap in it, in:
XIV Congress of Latin American Women in Computing, LAWCC 2022, volume 3321, CEUR
Workshop Proceedings, 2022, pp. 20–31. URL: https://ceur-ws.org/Vol-3321/paper3.pdf.