Disengaging the engaged ones: gender-stereotyped tutoring systems are undermining self-efficacy and flow state of girls
Resumo
Gender Stereotyped design elements in gamification, such as using avatars aligned exclusively with the preferences of the male gender, may lead women not to develop their aptitudes or not perform adequately in male-prevalent groups, such as STEM fields (Science, Technology, Engineering, and Mathematics). This study aims to analyze the effects of stereotyped game elements in gamified tutoring systems on flow experience, self-efficacy, and learning performance. With this intent, we conducted an experimental study with Brazilian high school students. Findings indicated that stereotypes negatively affect the self-efficacy levels of female participants. Performance and flow experience levels were not affected by stereotypes. However, male participants were found to be more engaged (flow state) than women in the gamified tutoring system. These results suggest that educational technologies, such as tutoring systems and gamification, must have adaptable interfaces to avoid stereotyping and promote gender equity.
Referências
Albuquerque, J., Bittencourt, I.I., Coelho, J.A., Silva, A.P., (2017). Does gender stereotype threat in gamified educational environments cause anxiety? An experimental study. In Computers & Education, pages 161–170. Publishing Press.
Alghamdi, A., Karpinski, A.C., Lepp, A., Barkley, J., (2020). Online and face-to-face classroom multitasking and academic performance: Moderated mediation with self-efficacy for self-regulated learning and gender. In Computers in Human Behavior, pages 214–222. Publishing Press.
Almeida, C., Kalinowski, M., Feijó, B., (2021). A systematic mapping of negative effects of gamification in education/learning systems. In 2021 47th Euromicro Conference on Software Engineering and Advanced Applications (SEAA), pages 17–24.
Bittencourt, I.I., Freires, L., Lu, Y., Challco, G.C., Fernandes, S., Coelho, J., Costa, J., Pian, Y., Marinho, A., Isotani, S., (2021). “Validation and psychometric properties of the brazilian-portuguese dispositional flow scale 2 (dfs-br)”. In PloS one, https://doi.org/10.1371/journal.pone.0253044
Cheng, M.T., Lin, Y.W., She, H.C., (2015). Learning through playing virtual age: Exploring the interactions among student concept learning, gaming performance, in-game behaviors, and the use of in-game characters. In Computers & Education, pages 18–29. Publishing Paper.
Christy, K.R., Fox, J., (2014). Leaderboards in a virtual classroom: A test of stereotype threat and social comparison explanations for women’s math performance. In Computers & Education, pages 66–77. Publishing Paper.
Chung, B.G., Ehrhart, M.G., Holcombe Ehrhart, K., Hattrup, K., Solamon, J., (2010). Stereotype threat, state anxiety, and specific self-efficacy as predictors of promotion exam performance. In Group & organization management, pages 77–107. Publishing Paper.
Csikszentmihalyi, M., Csikzentmihaly, M., (1990) Flow: The psychology of optimal experience, Harper & Row New York, vol. 1990.
Li, C.H., (2019). Gamification of an asynchronous html5-related competency-based guided learning system. In IOP Conference Series: Materials Science and Engineering, page 12004. Publishing Paper.
Liu, S., (2020). Developing a gamified online learning management system for business students.
Mayer, D.M., Hanges, P.J., (2003). Understanding the stereotype threat effect with" culture-free" tests: An examination of its mediators and measurement. In Human Performance, pages 207–230. Publishing Paper.
Miller, D.I., Nolla, K.M., Eagly, A.H., Uttal, D.H., (2018). The development of children’s gender-science stereotypes: A meta-analysis of 5 decades of us draw-a-scientist studies. In Child development, pages 1943–1955. Publishing Paper.
Paiva, R., Bittencourt, I.I., Tenório, T., Jaques, P., Isotani, S., (2016). What do students do on-line? modeling students’ interactions to improve their learning experience. In Computers in Human Behavior, pages 769–781. Publishing Paper.
Pennington, C.R., Heim, D., Levy, A.R., Larkin, D.T., (2016). Twenty years of stereotype threat research: A review of psychological mediators. In PloS one. Publishing Paper.
Rafiola, R., Setyosari, P., Radjah, C., Ramli, M., (2020). The effect of learning motivation, self-efficacy, and blended learning on students’ achievement in the industrial revolution 4.0. In International Journal of Emerging Technologies in Learning, pages 71–82, Publishing Paper,
Santos, J., Bittencourt, I., Reis, M., Chalco, G., Isotani, S., (2022) Two billion registered students affected by stereotyped educational environments: an analysis of gender-based color bias. In Humanities and Social Sciences Communications, pages 1–16. Publishing Paper.
Shin, M.H., (2018). Effects of project-based learning on students’ motivation and selfefficacy. In English Teaching, pages 95–114. Publishing Paper.
Simões, J., Mateus, S., Redondo, R., Vilas, A.F., (2015). An experiment to assess students’ engagement in a gamified social learning environment. In eLearn, pages 38–42.
Spencer, S.J., Steele, C.M., Quinn, D.M., (1999). “Stereotype threat and women’s math performance”. In Journal of Experimental Social Psychology, pages 4–28. https://doi.org/10.1006/jesp.1998.1373.
Spencer, S.J., Steele, C.M., Quinn, D.M., (1999) Stereotype threat and women’s math performance. In Journal of experimental social psychology, pages 4–28. Publishing Paper
Alghamdi, A., Karpinski, A.C., Lepp, A., Barkley, J., (2020). Online and face-to-face classroom multitasking and academic performance: Moderated mediation with self-efficacy for self-regulated learning and gender. In Computers in Human Behavior, pages 214–222. Publishing Press.
Almeida, C., Kalinowski, M., Feijó, B., (2021). A systematic mapping of negative effects of gamification in education/learning systems. In 2021 47th Euromicro Conference on Software Engineering and Advanced Applications (SEAA), pages 17–24.
Bittencourt, I.I., Freires, L., Lu, Y., Challco, G.C., Fernandes, S., Coelho, J., Costa, J., Pian, Y., Marinho, A., Isotani, S., (2021). “Validation and psychometric properties of the brazilian-portuguese dispositional flow scale 2 (dfs-br)”. In PloS one, https://doi.org/10.1371/journal.pone.0253044
Cheng, M.T., Lin, Y.W., She, H.C., (2015). Learning through playing virtual age: Exploring the interactions among student concept learning, gaming performance, in-game behaviors, and the use of in-game characters. In Computers & Education, pages 18–29. Publishing Paper.
Christy, K.R., Fox, J., (2014). Leaderboards in a virtual classroom: A test of stereotype threat and social comparison explanations for women’s math performance. In Computers & Education, pages 66–77. Publishing Paper.
Chung, B.G., Ehrhart, M.G., Holcombe Ehrhart, K., Hattrup, K., Solamon, J., (2010). Stereotype threat, state anxiety, and specific self-efficacy as predictors of promotion exam performance. In Group & organization management, pages 77–107. Publishing Paper.
Csikszentmihalyi, M., Csikzentmihaly, M., (1990) Flow: The psychology of optimal experience, Harper & Row New York, vol. 1990.
Li, C.H., (2019). Gamification of an asynchronous html5-related competency-based guided learning system. In IOP Conference Series: Materials Science and Engineering, page 12004. Publishing Paper.
Liu, S., (2020). Developing a gamified online learning management system for business students.
Mayer, D.M., Hanges, P.J., (2003). Understanding the stereotype threat effect with" culture-free" tests: An examination of its mediators and measurement. In Human Performance, pages 207–230. Publishing Paper.
Miller, D.I., Nolla, K.M., Eagly, A.H., Uttal, D.H., (2018). The development of children’s gender-science stereotypes: A meta-analysis of 5 decades of us draw-a-scientist studies. In Child development, pages 1943–1955. Publishing Paper.
Paiva, R., Bittencourt, I.I., Tenório, T., Jaques, P., Isotani, S., (2016). What do students do on-line? modeling students’ interactions to improve their learning experience. In Computers in Human Behavior, pages 769–781. Publishing Paper.
Pennington, C.R., Heim, D., Levy, A.R., Larkin, D.T., (2016). Twenty years of stereotype threat research: A review of psychological mediators. In PloS one. Publishing Paper.
Rafiola, R., Setyosari, P., Radjah, C., Ramli, M., (2020). The effect of learning motivation, self-efficacy, and blended learning on students’ achievement in the industrial revolution 4.0. In International Journal of Emerging Technologies in Learning, pages 71–82, Publishing Paper,
Santos, J., Bittencourt, I., Reis, M., Chalco, G., Isotani, S., (2022) Two billion registered students affected by stereotyped educational environments: an analysis of gender-based color bias. In Humanities and Social Sciences Communications, pages 1–16. Publishing Paper.
Shin, M.H., (2018). Effects of project-based learning on students’ motivation and selfefficacy. In English Teaching, pages 95–114. Publishing Paper.
Simões, J., Mateus, S., Redondo, R., Vilas, A.F., (2015). An experiment to assess students’ engagement in a gamified social learning environment. In eLearn, pages 38–42.
Spencer, S.J., Steele, C.M., Quinn, D.M., (1999). “Stereotype threat and women’s math performance”. In Journal of Experimental Social Psychology, pages 4–28. https://doi.org/10.1006/jesp.1998.1373.
Spencer, S.J., Steele, C.M., Quinn, D.M., (1999) Stereotype threat and women’s math performance. In Journal of experimental social psychology, pages 4–28. Publishing Paper
Publicado
06/11/2023
Como Citar
MARTINS, Francys Rafael do Nascimento; PINTO, Ig Ibert Bittencourt Santana; CHALLCO, Geiser Chalco; ISOTANI, Seiji; SOUSA, Breno Felix de; BARBOSA, Jessica Fernanda Silva; REIS, Marcelo.
Disengaging the engaged ones: gender-stereotyped tutoring systems are undermining self-efficacy and flow state of girls. In: CONCURSO ALEXANDRE DIRENE (CTD-IE) - DISSERTAÇÕES DE MESTRADO - CONGRESSO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (CBIE), 12. , 2023, Passo Fundo/RS.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2023
.
p. 38-49.
DOI: https://doi.org/10.5753/cbie_estendido.2023.234527.
