Abstract
Since the COVID-19 pandemic, the demand for online education has intensified, evidencing the need for educational technologies such as tutoring systems based on artificial intelligence to support student learning. As a strategy for improving educational technologies, gamification can enhance learning effectiveness by engaging students in enjoyable learning tasks. However, existing literature emphasizes the importance of tailoring gamification elements, considering factors such as the student’s gender. Neglecting such factors may lead to adverse effects stemming from stereotypes and diminishing the learning experience. Thus, we conducted a \(2\times 3\) factorial experimental study with 122 students focusing on a gamified intelligent tutoring system for teaching logic in Brazilian higher education. Our findings revealed that gender stereotypes significantly motivated men to reject and counteract these stereotypes when perceived as a threat. In a gamified intelligent tutoring system with female stereotypes, males were motivated to alter their positions in the rankings, underscoring the impact of stereotype threat on their perception of relevance. Our results also evidenced that gamification did not impact the flow state of students and, across all scenarios, the learning performance of males consistently exceeded that of females.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Albuquerque, J., Bittencourt, I.I., Coelho, J.A., Silva, A.P.: Does gender stereotype threat in gamified educational environments cause anxiety? An experimental study. Comput. Educ. 115, 161–170 (2017)
Christy, K.R., Fox, J.: Leaderboards in a virtual classroom: a test of stereotype threat and social comparison explanations for women’s math performance. Comput. Educ. 78, 66–77 (2014). https://doi.org/10.1016/j.compedu.2014.05.005. https://www.sciencedirect.com/science/article/pii/S0360131514001195
Csikszentmihalyi, M.: Flow: The Psychology of Happiness. Random House (2013)
Dasgupta, N., Scircle, M.M., Hunsinger, M.: Female peers in small work groups enhance women’s motivation, verbal participation, and career aspirations in engineering. Proc. Natl. Acad. Sci. 112(16), 4988–4993 (2015)
Jamieson, J.P., Harkins, S.G.: Mere effort and stereotype threat performance effects. J. Pers. Soc. Psychol. 93(4), 544 (2007)
Jamieson, J.P., Harkins, S.G.: Distinguishing between the effects of stereotype priming and stereotype threat on math performance. Group Processes Intergroup Relat. 15(3), 291–304 (2012)
Oliveira, W., et al.: Does gamification affect flow experience? A systematic literature review. arXiv preprint arXiv:2106.09942 (2021)
Pennington, C.R., Heim, D., Levy, A.R., Larkin, D.T.: Twenty years of stereotype threat research: a review of psychological mediators. PLoS ONE 11(1), e0146487 (2016)
Robinson, J., Nieswandt, M., McEneaney, E.: Motivation and gender dynamics in high school engineering groups. In: 2018 CoNECD-The Collaborative Network for Engineering and Computing Diversity Conference (2018)
Sailer, M., Homner, L.: The gamification of learning: a meta-analysis. Educ. Psychol. Rev. 32(1), 77–112 (2020)
Walton, G.M., Cohen, G.L.: Stereotype lift. J. Exp. Soc. Psychol. 39(5), 456–467 (2003)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Ethics declarations
Disclosure of Interests
The authors have no competing interests to declare.
Rights and permissions
Copyright information
© 2024 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this paper
Cite this paper
Silva, K. et al. (2024). Exploring the Impact of Gender Stereotypes on Motivation, Flow State, and Learning Performance in a Gamified Tutoring System. In: Olney, A.M., Chounta, IA., Liu, Z., Santos, O.C., Bittencourt, I.I. (eds) Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners, Doctoral Consortium and Blue Sky. AIED 2024. Communications in Computer and Information Science, vol 2151. Springer, Cham. https://doi.org/10.1007/978-3-031-64312-5_11
Download citation
DOI: https://doi.org/10.1007/978-3-031-64312-5_11
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-031-64311-8
Online ISBN: 978-3-031-64312-5
eBook Packages: Computer ScienceComputer Science (R0)