You are presented with multiple paper abstracts, alongside the associated literature review and chapter titles. Given the provided information, you are going to do a literature review. Please generate a coherent literature review that synthesizes the content, draws connections between different works, highlights major findings, and identifies any gaps in the existing research.

Literature Review Title: Female Under-Representation in Computing Education and Industry - A Survey of Issues and Interventions 
Chapter Title:  D. Educational games as a motivating tool and its implications 
1. Abstract of Cited Paper (BIB001):  After reviewing the work on gender bias in software design, a model of gender-role influenced achievement choice taken from Eccles [7] is presented. The paper concludes that (1) though laudable, reduction of gender bias in software design is not the most straightforward way to reduce gender inequity in the choice of computing as a career, (2) the model itself makes more clear some of the ethical issues involved in attempting to achieve gender equity on computing, and (3) efforts to reduce gender inequity in the choice of computing as a career need to be evaluated in the light of this model. 
2. Abstract of Cited Paper (BIB002):  Research published by University of Rochester neuroscientists C. Shawn Green and Daphne Bavelier has grabbed national attention for suggesting that playing "action" video and computer games has the positive effect of enhancing student's visual selective attention. But that finding is just one small part of a more important message that all parents and educators need to hear: Video games are not the enemy, but the best opportunity we have to engage our kids in real learning. 
3. Abstract of Cited Paper (BIB003):  Contents: Preface. Introducing the Problem. Computer Anxiety: A Matter of Gender. The Social Context of Computing. Expectancies and the Computer. A Threat in the Air. Working Toward Solutions. Solutions: Single-Sex Schools and Classrooms? 
4. Abstract of Cited Paper (BIB004):  The aim of this study was to assess the learning effectiveness and motivational appeal of a computer game for learning computer memory concepts, which was designed according to the curricular objectives and the subject matter of the Greek high school Computer Science (CS) curriculum, as compared to a similar application, encompassing identical learning objectives and content but lacking the gaming aspect. The study also investigated potential gender differences in the game's learning effectiveness and motivational appeal. The sample was 88 students, who were randomly assigned to two groups, one of which used the gaming application (Group A, N=47) and the other one the non-gaming one (Group B, N=41). A Computer Memory Knowledge Test (CMKT) was used as the pretest and posttest. Students were also observed during the interventions. Furthermore, after the interventions, students' views on the application they had used were elicited through a feedback questionnaire. Data analyses showed that the gaming approach was both more effective in promoting students' knowledge of computer memory concepts and more motivational than the non-gaming approach. Despite boys' greater involvement with, liking of and experience in computer gaming, and their greater initial computer memory knowledge, the learning gains that boys and girls achieved through the use of the game did not differ significantly, and the game was found to be equally motivational for boys and girls. The results suggest that within high school CS, educational computer games can be exploited as effective and motivational learning environments, regardless of students' gender.

Literature Review:
Games have become an integral part of our social and cultural environment and have a particular appeal to both children and adolescents  . Research shows that the intrinsic motivation demonstrated towards games provides the opportunity for their use as a learning tool [54] ,  . This has been combined effectively with academic content to create -Digital Game-Based Learning‖ BIB003 . This has been used extensively in computer science education for both instructional content and skills acquisition aspects of the subject. The use of games in this context is due to the -game cycle‖ effect which should encourage players or learners to return to the gaming environment due to the immersive and engaging experience  . The numbers of females playing entertainment games are on the increase with a good number becoming ardent gamers relative to the males  , [79] . However, this increase has not been replicated with educational games. Some researchers have linked this to the presence of gender stereotypic scripts embedded in educational games  , BIB002 . Empirical studies on the use of games for educational purposes indicate that boys develop greater familiarity, confidence and ability due to the gender stereotypic scripts which tend to present the computer learning environment as a male domain BIB001 , BIB005 . Research indicates that stereotypic scripts found in educational software result in more girls and women suffering from computer anxiety in comparison to men or boys BIB002 . A reaction against this has been the development and use of gender neutral software which explores the reduction or removal of -male type‖ representations from the software design. These -male type‖ representations include software features such as: violence, competition, explosions, war scenes etc. Gender neutral software has been shown to provide girls and women with better opportunities to explore systems and arrive at solutions BIB004 . However, there are arguments about the most appropriate representations of gender neutral elements as the use of non-gendered characters such as cute animals could be considered condescending and unrealistic by both genders  . In contrast to the use of gender-neutral software, genderspecific software is software where different versions are created for boys and girls. Some studies suggest that genderspecific software is often based on gender stereotypes leading to undesirable outcomes for both genders  . A typical example of an undesirable and possibly stereotypic representation includes the exaggeration of feminine features, gender-linked roles and goal oriented learning models which have been identified to reduce self-efficacy and development of competence  . According to  , high self-efficacy is critical in problem solving because it influences the use of cognitive strategies. Considering that computer science educational materials are predominantly software-based, the proliferation of stereotypic scripts and their effects are far reaching to learners of all ages.