Do gamified tutoring systems hinder sexual diversity? An experimental study with cis-heteronormative stereotype
Resumo
Cis-heteronormative stereotyping in STEM fields is responsible for making minority groups like LGBTQ+ feel like they don’t belong in these fields of science. To identify and analyze the effects of such stereotypes, we performed a quasi-experiment with N = 70 participants in a gamified system. The results indicate that self-declared cis-heterosexual participants had better flow experiences in environments with stereotypes that disagreed with their sexual orientation. As for the expected performance, stereotypes not aligned with sexual orientation were harmful. These results reflect the importance of developing socially inclusive educational technologies, with mechanisms that allow customization of the interface to avoid disadvantage of minority groups.
Referências
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Albuquerque, J., Bittencourt, I. I., Coelho, J. A., and Silva, A. P. (2017). Does gender stereotype threat in gamified educational environments cause anxiety? an experimental study. Computers & Education, 115:161–170.
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Cadinu, M., Maass, A., Frigerio, S., Impagliazzo, L., and Latinotti, S. (2003). Stereotype threat: The effect of expectancy on performance. European journal of social psychology, 33(2):267–285.
Cech, E. A. and Waidzunas, T. J. (2011). Navigating the heteronormativity of engineering: The experiences of lesbian, gay, and bisexual students. Engineering Studies, 3(1):1–24.
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Ferraz, C. and Gama, K. (2019). A case study about gender issues in a game jam. In Proceedings of the International Conference on Game Jams, Hackathons and Game Creation Events 2019, pages 1–8.
Hantsbarger, M., Troiano, G. M., To, A., and Harteveld, C. (2022). Alienated serendipity and reflective failure: Exploring queer game mechanics and queerness in games via queer temporality. Proceedings of the ACM on Human-Computer Interaction, 6(CHI PLAY):1–27.
Hughes, B. E. and Kothari, S. (2021). Don’t be too political: depoliticization, sexual orientation, and undergraduate stem major persistence. Journal of homosexuality, pages 1–28.
Jackson, S. A., Martin, A. J., and Eklund, R. C. (2008). Long and short measures of flow: The construct validity of the fss-2, dfs-2, and new brief counterparts. Journal of Sport and Exercise Psychology, 30(5):561–587.
Khusaini, K. and Mulya, A. S. (2021). Improving the students’performance from the expectation and quality of learning. Assets: Jurnal Akuntansi dan Pendidikan, 10(2):147–164.
Klock, G. (2020). Pimenta and hamari, 2020 klock act, gasparini i., pimenta ms, hamari j. Tailored gamification: A review of literature, International Journal of Human-Computer Studies, 144:102495.
Maguth, B. M. and Taylor, N. (2014). Bringing lgbtq topics into the social studies classroom. The Social Studies, 105(1):23–28.
Miller, R. A., Vaccaro, A., Kimball, E. W., and Forester, R. (2021). “it’s dude culture”: Students with minoritized identities of sexuality and/or gender navigating stem majors. Journal of Diversity in Higher Education, 14(3):340.
Monterrat, B., Lavoué, É., and George, S. (2017). Adaptation of gaming features for motivating learners. Simulation & Gaming, 48(5):625–656.
Pachankis, J. E. and Bränström, R. (2019). How many sexual minorities are hidden? projecting the size of the global closet with implications for policy and public health. PLoS One, 14(6):e0218084.
Powell, K., Terry, R., and Chen, S. (2020). How lgbt+ scientists would like to be included and welcomed in stem workplaces. Nature, 586(7831):813–817.
Shaw-Zirt, B., Popali-Lehane, L., Chaplin, W., and Bergman, A. (2005). Adjustment, social skills, and self-esteem in college students with symptoms of adhd. Journal of attention disorders, 8(3):109–120.
Taiwo, A. A., Mahmood, A. K., and Downe, A. G. (2012). User acceptance of egovernment: Integrating risk and trust dimensions with utaut model. In 2012 international conference on computer & information science (ICCIS), volume 1, pages 109–113. IEEE.
Yu, L., Chen, Z., Yao, P., and Liu, H. (2021). A study on the factors influencing users’ online knowledge paying-behavior based on the utaut model. Journal of theoretical and applied electronic commerce research, 16(5):1768–1790.
Albuquerque, J., Bittencourt, I. I., Coelho, J. A., and Silva, A. P. (2017). Does gender stereotype threat in gamified educational environments cause anxiety? an experimental study. Computers & Education, 115:161–170.
Alexander, N., Knutson, D., Lynch, L., Spellman, M., Rivera, M., Morrow, L. K., Scherz, M., Clarkberg, T., Allen-Custodio, L. T., and Fountain, K. (2022). Increasing inclusion & competency in stem: Understanding lgbtq+ history, barriers, and heteronormativity.
Bittencourt, I. I., Freires, L., Lu, Y., Challco, G. C., Fernandes, S., Coelho, J., Costa, J., Pian, Y., Marinho, A., and Isotani, S. (2021). Validation and psychometric properties of the brazilian-portuguese dispositional flow scale 2 (dfs-br). PloS one, 16(7):e0253044.
Cadinu, M., Maass, A., Frigerio, S., Impagliazzo, L., and Latinotti, S. (2003). Stereotype threat: The effect of expectancy on performance. European journal of social psychology, 33(2):267–285.
Cech, E. A. and Waidzunas, T. J. (2011). Navigating the heteronormativity of engineering: The experiences of lesbian, gay, and bisexual students. Engineering Studies, 3(1):1–24.
de Geografia e Estatística, I. B. (2020). Pnad contínua pesquisa nacional por amostra de domicílios contínua.
Dwivedi, Y. K., Hughes, D. L., Coombs, C., Constantiou, I., Duan, Y., Edwards, J. S., Gupta, B., Lal, B., Misra, S., Prashant, P., et al. (2020). Impact of covid-19 pandemic on information management research and practice: Transforming education, work and life. International journal of information management, 55:102211.
Ferraz, C. and Gama, K. (2019). A case study about gender issues in a game jam. In Proceedings of the International Conference on Game Jams, Hackathons and Game Creation Events 2019, pages 1–8.
Hantsbarger, M., Troiano, G. M., To, A., and Harteveld, C. (2022). Alienated serendipity and reflective failure: Exploring queer game mechanics and queerness in games via queer temporality. Proceedings of the ACM on Human-Computer Interaction, 6(CHI PLAY):1–27.
Hughes, B. E. and Kothari, S. (2021). Don’t be too political: depoliticization, sexual orientation, and undergraduate stem major persistence. Journal of homosexuality, pages 1–28.
Jackson, S. A., Martin, A. J., and Eklund, R. C. (2008). Long and short measures of flow: The construct validity of the fss-2, dfs-2, and new brief counterparts. Journal of Sport and Exercise Psychology, 30(5):561–587.
Khusaini, K. and Mulya, A. S. (2021). Improving the students’performance from the expectation and quality of learning. Assets: Jurnal Akuntansi dan Pendidikan, 10(2):147–164.
Klock, G. (2020). Pimenta and hamari, 2020 klock act, gasparini i., pimenta ms, hamari j. Tailored gamification: A review of literature, International Journal of Human-Computer Studies, 144:102495.
Maguth, B. M. and Taylor, N. (2014). Bringing lgbtq topics into the social studies classroom. The Social Studies, 105(1):23–28.
Miller, R. A., Vaccaro, A., Kimball, E. W., and Forester, R. (2021). “it’s dude culture”: Students with minoritized identities of sexuality and/or gender navigating stem majors. Journal of Diversity in Higher Education, 14(3):340.
Monterrat, B., Lavoué, É., and George, S. (2017). Adaptation of gaming features for motivating learners. Simulation & Gaming, 48(5):625–656.
Pachankis, J. E. and Bränström, R. (2019). How many sexual minorities are hidden? projecting the size of the global closet with implications for policy and public health. PLoS One, 14(6):e0218084.
Powell, K., Terry, R., and Chen, S. (2020). How lgbt+ scientists would like to be included and welcomed in stem workplaces. Nature, 586(7831):813–817.
Shaw-Zirt, B., Popali-Lehane, L., Chaplin, W., and Bergman, A. (2005). Adjustment, social skills, and self-esteem in college students with symptoms of adhd. Journal of attention disorders, 8(3):109–120.
Taiwo, A. A., Mahmood, A. K., and Downe, A. G. (2012). User acceptance of egovernment: Integrating risk and trust dimensions with utaut model. In 2012 international conference on computer & information science (ICCIS), volume 1, pages 109–113. IEEE.
Yu, L., Chen, Z., Yao, P., and Liu, H. (2021). A study on the factors influencing users’ online knowledge paying-behavior based on the utaut model. Journal of theoretical and applied electronic commerce research, 16(5):1768–1790.
Publicado
06/11/2023
Como Citar
SOUSA, Breno Felix de; CHALLCO, Geiser Chalco; REIS, Marcelo; SANTANA, Ig Ibert Bittencourt; BARBOSA, Jessica Fernanda Silva; MARTINS, Francys Rafael do Nascimento; ISOTANI, Seiji.
Do gamified tutoring systems hinder sexual diversity? An experimental study with cis-heteronormative stereotype. 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. 75-83.
DOI: https://doi.org/10.5753/cbie_estendido.2023.234674.
