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                <title type="main" xml:lang="en">Playing Gender?</title>
                <title type="sub" xml:lang="en">Gender Construction through Children’s Crime Fiction
                    Games</title>
                <author>
                    <name>
                        <forename>Sophie</forename>
                        <surname>Schuhmacher</surname>
                    </name>
                    <affiliation>Sophie Schuhmacher hat Gymnasiallehramt mit den Fächern Deutsch,
                        Geschichte, Politik und Gesellschaft und Deutsch als Zweitsprache studiert
                        und ist wissenschaftliche Mitarbeiterin an der Forschungsstelle
                        „Werteerziehung und Lehrer:innenbildung“ an der
                        Ludwig-Maximilians-Universität in München. Forschungsschwerpunkte sind unter
                        anderem Diversität in der Schule, mediale Geschlechterdarstellungen und
                        Geschlechterreflexion im Deutschunterricht, Kinder- und Jugendliteratur und
                        Bildung für nachhaltige Entwicklung (BNE).</affiliation>
                </author>
            </titleStmt>
            <publicationStmt>
                <publisher>Wiener Digitale Revue</publisher>
                <date>2024</date>
                <availability>
                    <licence target="https://creativecommons.org/licenses/by/4.0/"><p>For this
                            publication, a Creative Commons Attribution 4.0 International license
                            has been granted by the author(s), who retain full
                        copyright.</p></licence>
                </availability>
                <idno type="DOI">10.25365/wdr-05-03-02</idno>
                <idno type="URL"
                    >https://journals.univie.ac.at/index.php/wdr/article/view/0000</idno>
            </publicationStmt>
            <seriesStmt>
                <title>Wiener Digitale Revue</title>
                <biblScope unit="issue">5</biblScope>
                <idno type="ISSN">2709-376X</idno>
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                <keywords xml:lang="de">
                    <term xml:lang="de">Die drei Fragezeichen</term>
                    <term xml:lang="de">Die drei Ausrufezeichen</term>
                    <term xml:lang="de">Gender</term>
                    <term xml:lang="de">Apps</term>
                    <term xml:lang="de">Medien</term>
                    <term xml:lang="de">Mediendidaktik</term>
                    <term xml:lang="de">Serialität</term>
                    <term xml:lang="de">Kinder- und Jugendliteratur</term>
                </keywords>
                <keywords xml:lang="en">
                    <term xml:lang="en">The Three Question Marks</term>
                    <term xml:lang="en">The Three Exclamation Marks</term>
                    <term xml:lang="en">Gender</term>
                    <term xml:lang="en">Apps</term>
                    <term xml:lang="en">Media</term>
                    <term xml:lang="en">Media didactics</term>
                    <term xml:lang="en">seriality</term>
                    <term xml:lang="en">children's and young adult literature</term>
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                    <date when-iso="2024-05-09">Converted from a Word document</date>
                    <name>Kira Kaufmann</name>
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                    <name>Kira Kaufmann</name>
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        <front>
            <div type="abstract" xml:lang="en">
                <p>The “Die drei ???” and “Die drei !!!” series are popular crime series for
                    children and young people in German-speaking countries. The fact that the latter
                    “Die drei !!!” series is primarily aimed at girls suggests an analysis of media
                    networks from a gender-theoretical perspective. This article focuses on two apps
                    in which the users play and solve a criminal case with the protagonists.
                    Imbalances regarding the construction of gender-related ideas can be observed on
                    various levels: in terms of content, in the portrayal of the characters, but
                    also in the relationship between game, plot, graphic design, and the target
                    audience. Nevertheless, or rather precisely because of this, there are also
                    didactic and methodological starting points for literature lessons.</p>
            </div>
            <div type="abstract" xml:lang="de">
                <p>„Die drei ???“ und „Die drei !!!“ sind im deutschsprachigen Raum beliebte kinder-
                    bzw. jugendliterarische Krimiserien. Die Adressierung der später entstandenen
                    „Die drei !!!“ vorwiegend an Mädchen legt eine Analyse der Medienverbünde aus
                    einer geschlechtertheoretischen Perspektive nahe. In diesem Beitrag stehen zwei
                    Apps im Fokus, in denen die Rezipient:innen mit den Protagonist:innen eine
                    Kriminalfall erspielen. Disbalancen im Hinblick auf die Konstruktion
                    geschlechterbezogener Vorstellungen zeigen sich auf verschiedenen Ebenen:
                    Inhaltlich in der Darstellung der Figuren, aber auch im Verhältnis zwischen
                    (Spiel-, Handlungs- und grafischer) Ausgestaltung und adressierter Zielgruppe.
                    Dennoch, oder besser: gerade deswegen ergeben sich auch didaktisch-methodische
                    Anknüpfungspunkte für den Literaturunterricht.</p>
            </div>
        </front>
        <body>
            <div xml:id="wdr05_03-02_01">
                <p><quote source="#ref_Beauvoir2011-26" xml:lang="en">We are no longer like our
                        partisan elders; by and large we have won the game</quote>, Simone de
                    Beauvoir declared the overall victory in the game of women’s*<note
                        xml:id="endnote_01"><p>Since this text deals with the category of gender
                            understood as cultural constructions, meaning that terms such as
                            ‘female’ and ‘male’ do not have a fixed signified, a * is used for
                            gender designations in order to make the constructed character visible
                            and to counteract a fixed meaning of the category of gender.</p></note>
                    equality more than 70 years ago while analyzing the social mechanisms of the
                    development of gender (<ref type="bibl" target="#Beauvoir1953"
                        xml:id="ref_Beauvoir2011-26">Beauvoir 1953 [1949]: XXVII</ref>).<note
                        xml:id="endnote_02"><p>Introduction and didactic conclusion of this article
                            are based on earlier publications (<ref type="bibl"
                                target="#Schuhmacher2023" xml:id="ref_Schuhmacher2023">Schuhmacher
                                2023</ref>; <ref type="bibl" target="#Schuhmacher2024"
                                xml:id="ref_Schuhmacher2024">2024</ref>).</p></note> However,
                    contemporary discourse – spanning newspapers, magazines, academic articles, and
                    the vast expanses of the internet – still shows persisting issues such as the
                    Gender Pay Gap, gender-specific academic choices, and instances of sexist
                    aggression up to discussions of the Gender Health Gap and Female Pleasure Gap.
                    Since Beauvoir’s <title>Le Deuxième Sexe</title> the discourse has expanded to
                    encompass gender identities beyond the traditional male*–female* binary,
                    considerations of linguistic representation, nuanced beauty standards, and a
                    critical examination of images of masculinity. Although decades have passed
                    since social and legal, even constitutional gender equality was established in
                    various societies, gender remains an enduring facet of social inequality. The
                    expression of one’s personality still elicits, at the very least, a sense of
                    disquiet when it transgresses widely acknowledged gender boundaries, for
                    instance when it challenges clothing norms or embraces non-binary gender
                    identities, especially in the Western hemisphere. However, the free expression
                    of personality becomes significantly more attainable when societal expectations
                    tied to gender are acknowledged as socially constructed and consequently become
                    less rigid.</p>
                <p>Social constructionist perspectives underpin this understanding: conceptions of
                    gender, along with their associated (gender-specific) (behavioral) norms, are
                    shaped by and depend on cultural beliefs and thus are always in principle
                    changeable (cf. <ref type="bibl" target="#West_Zimmermann2009"
                        xml:id="ref_West_Zimmermann2009">West/Zimmerman 2009</ref>). Gender-related
                    perceptions and beliefs are shaped during childhood and adolescence in
                    particular (cf. <ref type="bibl" target="#Elsen2020"
                        xml:id="ref_Elsen2020-107-111">Elsen 2020: 107–111, 165–179</ref>), and
                    their formation occurs as children and adolescents, often subconsciously,
                    encounter gender-specific expectations and norms from their surroundings. As
                    Elsen (<ref type="bibl" target="#Elsen2020" xml:id="ref_Elsen2020-103">2020:
                        103</ref>) says, <quote source="#ref_Elsen2020-103" xml:lang="en">The
                        parental home and other groups and institutions involved in socialization,
                        as well as the media, provide information and react to behavior, generating,
                        reinforcing, and internalizing stereotypes.</quote><note xml:id="endnote_03"
                            ><p>All quotations in German have been translated by the
                        author.</p></note> According to the <term>doing gender</term> approach,
                    gender notions are in a perpetual state of (re)production, as all behavior is
                    evaluated against gender categories – making the <emph>non</emph>-production of
                    gender impossible (cf. <ref type="bibl" target="#West_Zimmerman1987"
                        xml:id="ref_West_Zimmerman1987">West/Zimmerman 1987</ref>). Living in a
                    society where gender serves as a ubiquitous category of identity and structure,
                    children and adolescents inevitably acquire notions of gender. However, they
                    possess the capacity to learn that these notions are culturally contingent and,
                    therefore, subject to change, thereby engaging with the inherently constructive
                    nature of the gender category. In the educational realm, the inescapable process
                    of <term>learning gender</term> can be shaped and guided through a deliberate
                    approach to <term>teaching gender</term> (cf. <ref type="bibl"
                        target="#Bartsch_Wedl2015" xml:id="ref_Bartsch_Wedl2015">Bartsch/Wedl
                        2015</ref>). In conclusion, this means that images and conceptions of gender
                    as they are (re-)produced in quite a tangible manner in popular media among
                    others need reflection. This especially applies to media that directly or
                    primarily address children and adolescents.</p>
                <p>In this essay I will therefore introduce two children’s series that are quite
                    popular in German-speaking countries and then exemplarily apply a model that
                    shows dimensions of gender construction and their interactions in (fictional)
                    media focusing on the gamified adaptions as smartphone applications. I will
                    conclude with some ideas on how to address the related gender issues in
                    educational contexts like schools.</p>
            </div>
            <div xml:id="wdr05_03-02_02">
                <head>1. <hi rend="italic">Die drei ???</hi> and <hi rend="italic">Die drei !!!</hi>
                    – A Popular Phenomenon</head>
                <p>The two kids’ detective series, <title>Die drei Fragezeichen</title> (lit. ‘The
                    Three Question Marks’, originally invented by Robert Arthur in the USA under the
                    title <title>The Three Investigators</title>) and <title>Die drei
                        Ausrufezeichen</title> (‘The Three Exclamation Marks’), can be seen as
                    tripled phenomena in popular culture due to the crime genre, the seriality, and
                    the classification as children’s literature. The protagonists of <title>Die drei
                        ???</title> are three male* teenagers, in the early episodes roughly 12 or
                    13 years old, in the later ones approximately 17, living in the fictional town
                    of Rocky Beach, California. They investigate crimes like theft or kidnapping,
                    solve riddles or get to the bottom of mysteries. While this is a topic that
                    invites literary scrutiny, it undeniably presents an interesting subject in
                    media education. <title>Die drei ???</title> has been on the German scene since
                    1968 (in the USA since 1964, exclusively in Germany since 1991; for the series’
                    backstory, see <ref type="bibl" target="#Rodenwald2019"
                        xml:id="ref_Rodenwald2019">Rodenwald 2019</ref>) and can be described as an
                    intergenerational sensation. The audio plays have such a pull that live
                    performances fill large venues across Germany (see <ref type="bibl"
                        target="#Rodenwald2020" xml:id="ref_Rodenwald2020">Rodenwald 2020</ref>),
                    and as of 2023, a new movie, <title>Die drei ??? – Erbe des Drachen</title>
                    (‘The Three ??? – Legacy of the Dragon’) (<ref type="bibl"
                        target="#Muesch_Duenschede2023" xml:id="ref_Muesch_Dienschede2023"
                        >Muesch/Dünschede 2023</ref>), hit the theaters. As of late 2023, 229 book
                    and 224 audio play episodes (plus various specials) have been released, plus
                    three movies, several smartphone/computer games, and other products as part of
                    the media franchise. For younger readers, there is the spin-off series
                        <title>Die drei ??? Kids</title>. Since 2006, there is also the female*
                    counterpart, <title>Die drei !!!</title>, with three female* protagonists at the
                    age of 13 and 14 living in an unnamed fictional German city, solving crimes as
                    well. Like the original series, the books are published by
                    Franckh-Kosmos-Verlag, and the audio plays by EUROPA. This series boasts 107
                    book and 85 audio play episodes, along with various digital and analog products.
                    Both series are hugely popular among children and teenagers (cf. <ref
                        type="bibl" target="#mpfs2021" xml:id="ref_mpfs2021-29">mpfs
                        2021<!-- 2021 oder 2023? -->: 29–30</ref>).</p>
                <p>But alongside the excitement, criticism has been growing in recent years. Critics
                    have pointed out issues with the representation of identity categories such as
                    ‘class’ and ‘race’, especially in the older episodes, as well as gender-related
                    concerns. Katharina Brunner et al. observe, <quote
                        source="#ref_Brunner_etal2019-x" xml:lang="en">Girls hardly play a role in
                        the <title>Drei ???</title>, and women only do when dealing with
                        catering</quote> (<ref type="bibl" target="#Brunner_etal2019"
                        xml:id="ref_Brunner_etal2019-x">Brunner et al. 2019:
                    Seite</ref>).<!-- Hier fehlt die Seite --> Almut Schnerring and Sascha Verlan,
                    on the other hand, draw a critical comparison between <title>Die drei
                        ???</title> and <title>Die drei !!!</title>:</p>
                <cit>
                    <quote source="#ref_Schnerring_Verlan2014-147" xml:lang="en">[W]hile the
                        headquarters of ‘Die drei Fragezeichen’ is in an exciting junkyard with a
                        secret passage, the girls meet in a horse stable for their discussions. The
                        three female detectives take aerobics classes, talk about horses, makeup,
                        and styling, show interest in older boys, and don’t want to gain weight.
                        [...] The ‘Die drei Fragezeichen’ counterpart foregrounds the girls’
                        relationships, but this comes at the expense of the plot; it rarely gets
                        genuinely exciting. At least the traditional image of the modest and anxious
                        girl is replaced by the portrayal of the modern girl: cheeky, clever, and
                        self-confident. (<ref type="bibl" target="#Schnerring_Verlan2014"
                            xml:id="ref_Schnerring_Verlan2014-147">Schnerring/Verlan 2014, p.
                            147</ref>)</quote>
                </cit>
                <p>The coexistence of both series, connected not only by similarities in the series’
                    titles, narrative structures, and marketing but also through explicit references
                    within, especially, the early <title>Die drei !!!</title> volumes, allows for an
                    interesting comparison regarding gender-related assumptions. The creation of
                    female* identification options in the realm of children’s crime literature is
                    initially to be welcomed in terms of equality. However, this comes with
                    differences in the series’ conception and marketing. As I am going to point out,
                        <title>Die drei ???</title> can be described as an androcentric children’s
                    crime series, where children who happen to be male* – because boys* or men* were
                    considered the norm for a long time, and girls* or women* as ‘the other’ – act
                    as detectives, mostly not in gender-specific contexts. On the other hand,
                        <title>Die drei !!!</title> is a differential feminist girls’* crime series
                    following the motto ‘Girls* can (now) do it too – just differently’ (for
                    different forms of feminism see <ref type="bibl" target="#Pimminger2019"
                        xml:id="ref_Pimminger2019">Pimminger 2019</ref>).</p>
            </div>
            <div xml:id="wdr05_03-02_03">
                <head>2. A Gendered Media Analysis</head>

                <figure xml:id="wdr05_03-02_Abb_01">
                    <graphic width="200px" height="202px" url="media/wdr05_03-02_Abb_01.jpg"/>
                    <head type="legend">A Model to Analyze Gender in (Fictional) Media (my
                        visualization)</head>
                </figure>


                <p>Gender is represented and reproduced in various dimensions, as I develop in my
                    PhD thesis. The outermost is the one that is most likely to be overlooked when
                    dealing with gender <emph>in</emph> media, because it deals more with the
                        <emph>outer</emph> shape of media rather than with their content: the
                    paratextual elements. In accordance with <ref type="bibl" target="#Genette1989"
                        xml:id="ref_Genette1989">Genette (1989)</ref> and <ref type="bibl"
                        target="#Ewers2012" xml:id="ref_Ewers2012">Ewers (2012)</ref>, for
                    children’s media this means non-content signals towards mediators like book
                    retailers, librarians, or parents as well as the intended young readers
                    themselves, and takes shape in cover design, cover text, title, advertising etc.
                    Especially in popular (children’s) media this includes the association of
                    different media like books, audio books, audio plays, movies, games, and other
                    non-book articles like toys. Applied to <title>Die drei ???</title> and<title>
                        Die drei !!!</title> the relevance regarding gender is most evident in the
                    cover designs: deviating from the classic black design with mostly
                    mystical-dangerous motifs in the original series, the covers of <title>Die drei
                        !!!</title> stand out with their changing, often soft colors. The focus is
                    always on the three protagonists, slim, well-styled, with big eyes and usually
                    open mouths, while the details of the case are only hinted at through
                    accessories or the background, although after a design relaunch this last point
                    has become more balanced.</p>

                <figure xml:id="wdr05_03-02_Abb_02">
                    <graphic width="200px" height="202px" url="media/wdr05_03-02_Abb_02.jpg"/>
                    <head type="legend">Left: Cover of volume 200, <title>Die drei ???
                        </title>(2021), KOSMOS. Right: Cover of volume 100, <title>Die drei
                            !!!</title> (2023), KOSMOS.</head>
                </figure>


                <p>Noticeably, the themes in <title>Die drei !!!</title> often revolve around
                    fashion, animals, or love, whereas <title>Die drei ???</title> tackle puzzles or
                    conspiracies in various settings. Regarding media association, the
                    Franckh-Kosmos-Verlag also offers <term>detective kits</term> (some kind of
                    experimentation kits) as part of the <title>Die drei ???</title> media franchise
                    – this category is absent in <title>Die drei !!!</title>, but their website
                    features, among others, cooking, baking, and crafting tips (cf. <ref type="bibl"
                        target="#Kosmos2023" xml:id="ref_Kosmos2023">Franckh-Kosmos-Verlag
                        2023</ref>, <ref type="bibl" target="#Kosmos2023a" xml:id="ref_Kosmos2023a"
                        >2023a</ref>). The target audience for <title>Die drei !!!</title> is
                    explicitly stated: the series is aimed at “girls aged 10 and above”
                    (Franckh-Kosmos-Verlag 2023, subsection “Kim, Franzi, and Marie”), whereas
                        <title>Die drei ???</title> only set the age recommendation without naming a
                    gender.</p>
                <p>The cases of the two detective trios are also available as mobile and PC games:
                    as point and click adventures with integrated minigames. The player has to take
                    a close look at various locations, find objects and use them wisely in order to
                    make progress. To solve the case, additional tasks such as Sudokus or arranging
                    picture snippets have to be solved. At an earlier stage of this study, one app
                    per series was played: <title>Die drei ??? Rätsel aus der Geisterwelt</title>
                    (‘The Three ??? Riddles from the Spirit World’) (<ref type="bibl"
                        target="#USM2016" xml:id="ref_USM2016">USM 2016</ref>) and <title>Die drei
                        !!! Auf der Spur</title> (‘The Three !!! On the Track’) (<ref type="bibl"
                        target="#USM2017" xml:id="ref_USM2017">USM 2017</ref>). It could be stated
                    that the <title>Drei ???</title> game took significantly longer to play and was
                    elaborated not only visually but also auditorily, with the original speakers
                    from the audio plays, which is reflected in the price (€ 7.99 as opposed to €
                    4.99). The graphic design aligns with the general design concepts of the series,
                    and the choice of pink as base color for the <title>Drei !!!</title> game
                    underlined the gendered target group orientation. Due to the long history of the
                    series and the consequently intergenerational reception it is possible that
                    besides children, adult players are also anticipated in the production process
                    of the <title>Drei ???</title> games.</p>

                <figure xml:id="wdr05_03-02_Abb_03">
                    <graphic width="200px" height="202px" url="media/wdr05_03-02_Abb_03.jpg"/>
                    <head type="legend">Screenshots from the apps <title>Die drei ??? Rätsel aus der
                            Geisterwelt</title> (USM 2016) und <title>Die drei !!! Auf der
                            Spur</title> (USM 2017)</head>
                </figure>


                <p>Entering the intersected dimensions of plot, characterization, and language it
                    became clear that in the <title>Drei ???</title> game, much more complicated
                    actions or sequences of actions were required for progress. There were several
                    characters, and these were more detailed, whereas for example the family of the
                    missing girl in the <title>Drei !!!</title> game was not characterized beyond
                    the role of relatives. The <title>Drei ???</title> app tended to involve
                    activities typically considered as male* such as changing car tires or shooting
                    at bottles, most of the tasks in the <title>Drei !!!</title> app were
                    stereotypically female*: sorting the manga collection, choosing a suitable
                    outfit, or styling from a photo.</p>
                <p>The mini games were also much more challenging in the <title>Drei ???</title>
                    game when they are comparable. In both games, for example, square puzzle pieces
                    had to be arranged in such a way that an overall picture is created – in the
                        <title>Drei !!!</title> rope pieces in four different shapes, in the
                        <title>Drei ???</title> a circuit board with complex patterns. Also, the
                        <title>Drei ???</title> game required real memory skills, such as
                    transcribing names in Braille or dialing a phone number from the phone book
                    without turning back the page with the necessary information. As the apps were
                    recommended for a similar age group, but the one specifically for girls* was
                    lower in quality, scope, and task level, this was an extremely dissatisfying
                    finding with regard to the reproduction of gender stereotypes, implying that
                    girls* need or want significantly shorter and easier games than a non-gendered
                    group of the same age.</p>
                <p>For this essay, two apps published more recently were examined in detail to
                    confirm or qualify the earlier findings: <title>Die drei ??? Plan der
                        Chamäleonbande</title> (‘The three ??? Plan of the Chameleon Gang’) (<ref
                        type="bibl" target="#USM2022" xml:id="ref_USM2022">USM 2022</ref>) und
                        <title>Die drei !!! Picknickdrama</title> (<ref type="bibl"
                        target="#USM2021" xml:id="ref_USM2022">USM 2021</ref>).</p>
                <p>At first sight, the findings regarding graphic design can be corroborated, as the
                    starting screens show. Plot and tasks will now be described in more detail.</p>

                <figure xml:id="wdr05_03-02_Abb_04">
                    <graphic width="100px" height="102px" url="media/wdr05_03-02_Abb_04.jpg"/>
                    <head type="legend">Home screens of the two apps (USM 2021, 2022)</head>
                </figure>


                <div xml:id="wdr05_03-02_03-01">
                    <head><hi rend="italic">Die drei ??? Plan der Chamäleonbande</hi></head>
                    <p><title>Die drei ??? Plan der Chamäleonbande</title> consists of eight
                        chapters framed by a purely narrative audiovisual intro and outro. In a
                        self-experiment, it took about 16 hours to play through the app, about five
                        hints outside of the game were used (taken from a playthrough video on
                        YouTube). Like in the earlier game, the story was created visually by still
                        images with some smaller aspects moving (e.g. lips, when a character is
                        talking) and auditorily by a narrator and the characters’ voices. The plot
                        of the game is to investigate a series of burglaries possibly connected to
                        the tour of two famous musicians by following their trip from Los Angeles to
                        San Francisco. It shows a high level of intermedial references within the
                        series as well as in relation to other pop-cultural aspects.</p>
                    <p>In the dimension of representation there are twelve male* characters, five of
                        them teenagers, including the protagonists Justus (in the US-American
                        original series he was called Jupiter), Peter and Bob, who are represented
                        by voices, but not shown. Four more male* adults are mentioned, but don’t
                        appear on scene; in addition, the narrator’s voice is male*. Six characters
                        are female*, two of them teenagers, two more women* and one girl* are
                        mentioned. So, males* are represented about twice as often as females*. It
                        is also interesting that analyzing the whole audio play series as a
                        reference there is an average of 31 % females* (excluding the three main
                        characters, who feature in every episode), so 33 % (on scene) females* in
                        this app respectively 40 % excluding the three main characters is a
                        comparatively balanced gender ratio. Additionally, most of the key figures
                        of the crime story are male: the three investigators, obviously, their
                        client, the two musicians, whose tour is abused for criminal actions, and
                        the thief and his client – so crime is assigned to male characters. The
                        crime story itself without the side stories and complications would
                        basically work with this core cast.<note xml:id="endnote_04"><p>For further
                                aspects that may be addressed within the dimension of representation
                                as well as explanations and examples for the other dimensions see
                                    <ref type="bibl" target="#Schuhmacher2023">Schuhmacher
                                    2023</ref>.</p></note></p>
                    <p>Considering the characters, a positive aspect is that Bob’s mother – who is
                        usually portrayed as mother or wife – appears as an estate agent responsible
                        for a complex transfer of a complete house from Los Angeles to San Francisco
                        this time, and according to her own statement earns an important sum of
                        money in doing so. However, apart from that, the female* characters are
                        mostly weak or annoying: Heidi Kattler, a blogger from Germany (displayed as
                        overweight and wearing a traditional Bavarian ‘Dirndl’), keeps interfering
                        with the three investigators and even blackmails them to gain more
                        followers. Kelly, Peter’s girlfriend, is jealous because Peter spends much
                        time with his best friend Jeffrey. (Peter, on the other hand, has no idea
                        what his girlfriend’s interests are.) They solve the situation, but this
                        takes an exhaustingly huge amount of time during which Peter and thus the
                        player cannot work on the case. The elderly vineyard owner Lydia Green, as
                        other figures in the game known from the episode <title>Die drei ??? und der
                            grüne Geist</title> (‘The Three ??? and the Green Ghost’) (<ref
                            type="bibl" target="#Arthur1975" xml:id="ref_Arthur1975">Arthur 1975
                            [1965 in the USA]</ref>), seems to some degree more independent and
                        self-confident than in the original case, but has to be rescued by the three
                        (underage) detectives, when she irrationally and impulsively runs into a
                        forest fire to rescue a little girl who later turns out to have been safe
                        the whole time. This also takes a lot of time during which the actual
                        criminal case stagnates. The male* characters show a wider range of
                        functions, reaching from protagonist to antagonist, covering client,
                        helpers, victims, and criminals. Justus, described as overweight during the
                        whole series, is again exposed to jokes about his body and even has to wear
                        a corset to disguise himself as somebody else in chapter 8. Neither male*
                        nor female* figures (apart from Justus, Peter and Bob) can be honestly
                        described as rounded figures and none of them significantly develops
                        throughout the story, ignoring Kelly’s and Jeffrey’s reconciliation as well
                        as the fact that the musician Ivan Rubinsky is actually impersonated by a
                        fraud holding the real Rubinsky captive. The only surprising turn is that
                        the burglar in disguise committed all the crimes because his client promised
                        him a treatment for his albinism. An aspect uncommon for the franchise is
                        the homosexual relationship between the musicians Robin Lavander and (the
                        real) Ivan Rubinsky that is hinted at several times in the plot (for example
                        through the fact that they play at a festival that is all decorated with
                        rainbow flags or that they share a house), but is only confirmed in the
                        outro when they are depicted holding hands. This as well as the pride
                        festival is not problematized or stressed in any way, and is thus
                        represented as something normal.</p>
                    <p>There are examples for dealing with gender or gendered expectations, for
                        example when Bob is supposed to fetch groceries from a (modified) hearse in
                        chapter 1 and is told “now don’t play the wimp” or a comment about how
                        dangerously distracting women* are in chapter 3. Overall, explicit gendered
                        assumptions are quite limited and also in regard to other dimensions of
                        identity, e. g. race/class, there are some hints of reflecting the original
                        episode from the 60s/70s when in chapter 7 Bob comments on the Mexican
                        vineyard workers: “How simple the huts and how superstitious their
                        inhabitants were on our first visit! I bet most people today can only shake
                        their heads at that.”</p>

                    <figure xml:id="wdr05_03-02_Abb_05">
                        <graphic width="200px" height="202px" url="media/wdr05_03-02_Abb_05.jpg"/>
                        <head type="legend">Exemplary screenshots from <title>Die drei ??? Plan der
                                Chamäleonbande</title> (USM 2022).</head>
                    </figure>


                    <p>Overall, there are few (but some) gender-specific comments or activities
                        throughout the plot. Gender relations are reproduced by the constellation of
                        characters and the male dominance therein rather than on the surface of the
                        game. Something similar can be said about the activities the player has to
                        accomplish by pointing and clicking (and collecting and using) as well as in
                        minigames. For example, the player, always from the perspective of one of
                        the three investigators, has to collect locusts (to feed a chameleon) or
                        guitars (to gain information from the client and afterwards the trust of
                        Robin Lavender), find, sort and repair objects connected to old cases,
                        secretly investigate and document the musicians’ house, choose and buy books
                        under certain conditions, explore and evaluate the area of a scene, save
                        paintings from an approaching fire, collect information, build a camera
                        obscura etc. Compared to the game from 2016, there are more narrative parts
                        and longer and more frequent dialogues. The activities seem to be less
                        action-oriented; the whole plot has a weaker dynamic. The minigames comprise
                        sorting games based on shapes and/or sounds, a 3D puzzle, cloze tests,
                        anagrams, conducting a dialogue by choosing the right topics, inspecting a
                        picture for certain aspects, a game similar to table tennis, shooting at
                        moving targets (with water to extinguish a fire), moving through labyrinths,
                        sometimes with obstacles and antagonists, bringing pictures or picture
                        fragments into the right order and disguising Justus by choosing the right
                        requisites at the right time. Some of these minigames can be coped with by
                        trial and error, most demand at least some level of concentration and/or
                        thought. The ambition seems to be lower than in the game of 2016. The game
                        is recommended <quote source="#ref_Google2023-x" xml:lang="en">for players
                            aged 10 and above</quote> (<ref type="bibl" target="#Google2023"
                            xml:id="ref_Google2023-x">Google Play Store 2023</ref>).</p>
                </div>
                <div xml:id="wdr05_03-02_03-02">
                    <head><hi rend="italic">Die drei !!! Picknickdrama</hi></head>
                    <p>The game <title>Die drei !!! Picknickdrama</title> is recommended <quote
                            source="#ref_Google2023a-x" xml:lang="en">for young female detectives
                            aged 8 and above</quote> (<ref type="bibl" target="#Google2023a"
                            xml:id="ref_Google2023a-x">Google Play Store 2023a</ref>) and is thus
                        suitable for younger children than the <title>Drei ???</title> game, which
                        should be kept in mind when comparing the two. The titles arouse
                        significantly different associations: while the <title>Drei ???</title> game
                        refers to some unknown plan and a (probably criminal) gang named after an
                        animal that is able to make itself more or less invisible, the title
                            <title>picnic drama</title> suggests a rather comfy setting where
                        something goes wrong, which seems to be a lot less exciting.</p>
                    <p>The <title>Drei !!!</title> game consists of five chapters, and in a
                        self-experiment it took about 6 hours to play through the app. The initial
                        situation of the plot is that the three detectives Kim, Franzi, and Marie
                        are sitting in a café, referring to the episode <title>Voller Einsatz für
                            die Erde</title> (‘Full Commitment to the Earth’) (<ref type="bibl"
                            target="#Vogel2020" xml:id="ref_Vogel2020">Vogel 2020</ref>). They talk
                        about Franzi’s mother’s farm café when she promptly calls because two guests
                        have complained about her picnic recommendation after their dog was
                        allegedly attacked by a predator in a meadow.</p>
                    <p>There are six male* characters, two of these Kim’s younger twin brothers,
                        plus one more who is only mentioned. Seven are female*, three of them the
                        protagonists, one more, again, only mentioned. The ratio of female* (on
                        scene) characters is thus at 54 %, excluding the main characters it is 40 %
                        compared to an average of 38 % throughout the entire audio play series. The
                        younger twin brothers are mostly annoying and slow down the main story line
                        like Kelly in the <title>Drei ???</title> game. Among the adults, there is a
                        mostly balanced gender relationship: the three investigators consult one
                        female* and two male* experts, additionally there is a female* gossip
                        journalist who is explicitly and implicitly criticized for her stile of
                        journalism, but if her aim is gossip journalism, she is doing her job
                        successfully. An imbalanced relationship is present in Pauline Eckar and
                        Lennart Frommknecht, both at the edge of adulthood.</p>

                    <figure xml:id="wdr05_03-02_Abb_06">
                        <graphic width="100px" height="101px" url="media/wdr05_03-02_Abb_06.jpg"/>
                        <head type="legend">Screenshots from <title>Die drei !!!
                                Picknickdrama</title> regarding Pauline and Lennart (USM
                            2021).</head>
                    </figure>


                    <p>Their relationship is a central topic in chapter 1. Pauline appears to be
                        likeable although not totally sincere, which makes her a subject of
                        investigation. She is in love with Lennart and provides the investigators
                        with excuses for his behavior, such as “Don’t think badly of Lennart! You
                        know how boys can be! One day romantic, the other stubborn as a donkey.”
                        Lennart, on the other hand, does not seem to be very involved, he appears to
                        be unlikeable and arrogant. He says things like “Since when is being
                        interested in motorcycles a crime? But why do I talk about this with
                        girlies!” Part of the game are Kim’s (detective) diary and her connected
                        thoughts that are often shown on the upper edge of the screen. She evaluates
                        the two characters with statements like “Pauline should make up her own
                        mind” or “In Lennart’s situation, I’d be with my (girl)friend”, which shows
                        a critical distance. Lennart later turns out to be a criminal. As he is
                        explicitly and implicitly criticized, so are his gender-stereotyped
                        statements that appear in the game, but only to be devaluated or disproved.
                        Kim’s younger brothers also make gender-stereotyped statements like “You
                        can’t take off your grimaces! And if you roll your eyes, you’ll get a
                        thousand wrinkles! Then you’ll never snog again!” in chapter 4, but as they
                        are criticized as annoying and immature by the protagonists, so are their
                        claims. This, of course, does not change the fact that these gender
                        conceptions like beauty standards are once more read by children and thus
                        reproduced, although with a critical impetus.</p>

                    <figure xml:id="wdr05_03-02_Abb_07">
                        <graphic width="200px" height="202px" url="media/wdr05_03-02_Abb_07.jpg"/>
                        <head type="legend">Screenshots from <title>Die drei !!!
                                Picknickdrama</title> (USM 2021).</head>
                    </figure>


                    <p>In this game the ratio between activities within the story and minigames
                        tends towards the minigames – much more so than in the <title>Drei
                            ???</title> game. While some activities within the story seem lengthy
                        and poorly motivated in <title>Drei ???</title> (like searching the house
                        for twelve guitars) the activities in <title>Drei !!!</title> additionally
                        lack logical foundation from time to time – for example when the three
                        investigators want to stick some torn-out pages into a book and instead of
                        looking for glue (or simply read the torn-out pages without fixing them),
                        they awkwardly collect flour, water, and salt to mix their own glue. In the
                        further course of the plot, the players need to gain information by bringing
                        the right objects to the right people, help Franzi’s dad, a vet, during the
                        medical treatment of a dog, collect trash, build an insect hotel, drive away
                        the annoying gossip journalist using a spider, repair an educational board
                        for bird calls, get an old mill running to sharpen scissors (!), clean their
                        headquarters, create posters, examine a house and confront the criminal.
                        Some of these activities clearly show educational or pedagogical
                        aspirations, e.g. encouraging the players to engage in environmental
                        protection. However, they mostly address attitude and not competence or
                        knowledge. This is a crucial difference from the 2017 game, but this article
                        will not evaluate this phenomenon and its implementation. This educational
                        approach also shows in some of the minigames which try to provide a gamified
                        surface for the activities mentioned above: to build the insect hotel, for
                        example, a simple sudoku has to be solved. Some of the minigames can be
                        solved by trial and error, compared to the <title>Drei ???</title> they are
                        easier, but some demand an amount of concentration, skill or patience that
                        can be a challenge (in a positive way) for younger children. There are some
                        activities traditionally considered more feminine* like cleaning, painting,
                        or dealing with clothes as in a minigame with the task description “Kim,
                        Franzi and Marie are dressed far too lightly. Equip them with warm clothes
                        and pay attention to the order. What belongs where? What suits each type?
                        What doesn’t work at all? None of the three will wear anything that doesn’t
                        fit.” The <title>Drei ???</title> games contain similar minigames, but they
                        are labeled differently – usually they must disguise themselves for their
                        investigation and styles or “types” are not relevant. Additionally, in such
                        tasks Justus, Peter and Bob are shown only as shapes, their real looks are
                        left to the imagination. Kim, Franzi and Marie are shown frequently, and
                        they all meet current Western beauty standards, being very slender, having
                        symmetrical faces with big eyes etc. (Also, they are all white.)</p>
                </div>
                <div xml:id="wdr05_03-02_03-03">
                    <head>Conclusion</head>
                    <p>Firstly, the two games cannot be compared to each other in every detail as
                        they address overlapping, but not identical age groups. Secondly, their
                        concepts differ in some points: the <title>Drei ???</title> game focuses on
                        storyline(s), is much more narrative and deals with a crime that is
                        frequently represented by acute threats and evolves during a road trip on
                        the US west coast. The <title>Drei !!!</title> game focuses on minigames
                        connected by mostly harmless activities in everyday surroundings with
                        affirmative educational approaches – it is more about the three protagonists
                        than about a crime. Compared to the games from 2016/17, the 2021/22 games
                        are closer to each other regarding quality, tension and level of difficulty,
                        but there are still major discrepancies.</p>
                    <p>From the producers’ perspective there might be reasons for these differing
                        concepts and designs that are not (only) connected to the gender of their
                        target group. However, consumers see that there is the black original with
                        the criminal cases and then there is this pink, shorter, cheaper, and easier
                        version for girls*. This can lead to the reproduction of beliefs about
                        girls* having different interests, needs, color preferences and intellectual
                        competences. Patterns like the <title>Drei ???</title>-<title>Drei
                            !!!</title> duality occur frequently in marketing for children, e.g. the
                        Surprise Egg (‘Ü-Ei’ in German-speaking countries, a chocolate egg with a
                        small toy inside to assemble) that was originally for children regardless of
                        their gender and was then complemented by the pink ‘girls’ surprise’ with a
                        small toy that does not need putting together (cf. <ref type="bibl"
                            target="#Mecheril_Thoma2018" xml:id="ref_Mecheril_Thoma2018-113f"
                            >Mecheril/Thoma 2018: 113-114</ref>). In toy and book stores, too, it is
                        easier to find sections for girls* and boys* than gender-neutral sections
                        for children (cf. <ref type="bibl" target="#Brendel-Perpina2020"
                            xml:id="ref_Brendel-Perpina2020-37">Brendel-Perpina 2020: 37</ref>; <ref
                            type="bibl" target="#Bartsch_Wedl2015" xml:id="ref_Bartsch_Wedl2015-13"
                            >Bartsch/Wedl 2015: 13</ref>). It is therefore beneficial to address and
                        reflect the issue with children.</p>
                </div>
            </div>
            <div xml:id="wdr05_03-02_04">
                <head>3. Gender Reflection in the Educational Context</head>
                <p>The two chosen series work well across different levels of secondary school,
                    making them suitable for younger students who may actively follow the series and
                    older students who can critically reflect on their childhood media consumption
                    in terms of socialization processes. This extends beyond traditional literary or
                    media education contexts to encompass interdisciplinary educational objectives
                    anchored, for example, in the Bavarian curriculum for all schools and subjects
                    like values education, political awareness, vocational orientation, and
                    self-directed consumer behavior (everyday competence and life economics) (cf.
                        <ref type="bibl" target="#ISB2023" xml:id="ref_ISB2023">ISB 2023</ref>).
                    Apart from the analysis of paratextual aspects and media networks concerning
                    gender-related marketing strategies, the gender category can also be explored
                    across the dimensions of representation, character portrayal, plot, and
                    language, creating a stronger link to literary didactic aspects – in various
                    media forms from books to smartphone games.</p>
                <p>Within the dimension of ‘representation’ shown in the model analysis above,
                    students can, for instance, approach the series through a research-oriented
                    lens. They can read, play or listen to an episode, apply the Bechdel-Wallace
                    Test (cf. <ref type="bibl" target="#Rughinis_etal2016"
                        xml:id="ref_Rughinis_etal2016">Rughiniş/Rughiniş/Humă 2016</ref>), and/or
                    quantitatively examine occupational distribution. With class sizes of up to 30
                    students, thoughtful observations about the series’ conception can be made when
                    every student analyzes one episode. In the context of politics and society
                    classes, comparisons can be drawn between horizontal (subject-related) and
                    vertical (related to leadership positions and income) gender inequality in
                    real-world occupational distribution, with discussions of the reasons behind
                    these differences. Given the long history of the <title>Drei ???</title> series,
                    a diachronic perspective is also suitable, focusing on evolving portrayals of
                    gender over the last few decades.</p>
                <p>The intertwined categories of ‘characterization’, ‘plot’, and ‘language’ can be
                    explored through action- and production-oriented tasks. For instance, students
                    can reenact an audio play or game scene with reversed role assignments (male*
                    characters portrayed as female* and vice versa) or rewrite text passages along
                    these lines. This exploration can reveal points of confusion and areas where
                    students might assume there are changes needed in attributions or plot besides
                    the mere change of the characters’ gender, which may lead to a discussion of the
                    reasons behind this impulse. Analytical questions can play a crucial role in
                    visualizing usually unspoken rules of the fictional world: in what spaces do
                    they act, what hierarchies and dependencies exist, and how do characters develop
                    throughout the plot? Language usage can also be critically examined, thus
                    addressing linguistic asymmetries (e.g. the so-called generic masculine in the
                    German language) or gender-related implications. Creative tasks can be linked
                    with art and music classes, encouraging students to envision what the cover of a
                        <title>Drei ???</title> book or starting screen of a game would look like if
                    designed in the style of <title>Drei !!!</title> and vice versa. Similarly,
                    students can explore how the title song of <title>Drei !!!</title> audio plays
                    (it starts with “Girls / see many things differently, / can do some things
                    better, / always stay on the ball”) might sound without referencing gender.</p>
                <p>When critically engaging with popular series like the ones under consideration as
                    outlined above, it is crucial to approach primary literature with respect. If
                    students feel that their reading preferences or preferred media are being
                    dismissed, this may negatively impact both their willingness to actively engage
                    in the lesson and their overall reading motivation. Given the sensitivity of
                    students to developmental and potentially culture-related factors, discussing
                    gender requires a nuanced approach.</p>
                <p>It is also crucial to ensure that addressing the gender category doesn’t lead
                    students to assign more significance to it than is already the case. Therefore,
                    following Hannelore Faulstich-Wieland’s three-step process of dramatization –
                    reflection – de-dramatization is essential:</p>
                <cit>
                    <quote source="#ref_Faulstich_etal2008-11" xml:lang="en">To consciously focus on
                        the gender category, it’s often necessary to first dramatize gender,
                        highlighting differences and exposing everyday doing gender situations.
                        However, this step must be followed by reflection (identifying where exactly
                        the differences lie and what justifies them) and, consequently,
                        de-dramatization. (<ref type="bibl" target="#Faulstich_etal2008"
                            xml:id="ref_Faulstich_etal2008-11">Faulstich-Wieland et al. 2008:
                            11</ref>)</quote>
                </cit>
                <p>Consequently, de-dramatizing can consist in allowing children to design a game
                    (or book, or movie, ...) both graphically and in terms of content and level of
                    difficulty that they believe can appeal to all (or at least: most) children of
                    their age. In any case, there should be enough room for (self) reflection, open
                    thought, and self-expression, creating a trustful atmosphere without judgement.
                    Being a boy* and liking horses is as fine as liking the color blue, and a girl*
                    preferring the color pink is as fine one as liking football. When children can
                    accept themselves regardless of gender marketing strategies or similar gender
                    conceptions, we will have made a huge progress towards gender equality and the
                    free development of young personalities.</p>
            </div>
        </body>
        <back>
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