Estereótipos sexuais, expectativa de desempenho e experiência de fluxo em sistemas de tutoria gamificados: uma perspectiva LGBTQIAP+

Abstract

Education in Statistic, Technology, Engineering and Mathematics (STEM) is permeated by a traditional cis-heteronormative culture that dictates who stays in these spaces and who will evade these courses. There is the idea that heteronormativity is the default status quo and everything that deviates from it is seen as minority groups in STEM. The literature presented in this dissertation confirms these statements and highlights the importance of this work, while also showing with theories and quasi-experiments these assumptions existing in traditional STEM teaching environments, such as the classroom and in virtual teaching environments. STEM in its current teaching and inclusion model continues to perpetuate this non-inclusive tradition. The use of educational technologies is increasingly present in the classroom, especially in a current scenario where remote education is so necessary. In this sense, gamification emerges as a powerful alternative capable of providing virtual teaching environments. Gamification can be understood as the use of game concepts in non-game environments, it is the use of concepts, techniques, forms, methods, elements and variables characteristic of games that can be used in the development of a teaching environment. The use of gamification in educational environments can be an alternative to enable effective distance learning. Gamification in virtual teaching environments can be considered a powerful technique for students and teachers to interact with the teaching environment. The concern with teaching and learning is not recent, in the literature it is easy to find studies related to this concern. Gamification can replicate stereotypes traditionally conventionalized in STEM, when gamification elements such as colors, phrases, avatars, sound effects and others are applied correctly, it contributes positively to learning, while, when designed without a contextual-cultural analysis, it can reaffirm stereotypes of traditional environments in gamified environments. Gamified and stereotyped technologies can directly impact student performance, interfering with learning and even their evolution in teaching. In this context, this study presented and identified the effects of stereotypes in gamified teaching environments and their relationship with the flow experience, performance expectation and performance of socially minorized groups such as lesbians, gays, bisexuals, transvestites, transgender men, queer, intersex, asexuals, pansexuals, more diversity (LGBTQIAP+) in STEM courses. For this, a systematic review is presented followed by a meta-analysis, a quasi-experiment and a qualitative study. In this way, therefore, this study contributes to the understanding of the impact that sexual stereotypes in gamified environments have on student performance. It is hoped that the results of this research can also contribute to a better inclusion of sexual diversity.