Estereótipos de gênero, autoeficácia e experiência de fluxo em ambientes educacionais online gamificados

Abstract

The use of gamification has been widely studied in recent years, particularly when it is used as an intervention to increase motivation and engagement in educational settings. Even with evidence that gamification causes positive impacts, there are also studies that point to problems in its application. In some cases, positive results are not achieved due to the influence of several factors, one of which is the threat of gender stereotyping, which can impact the student’s level of self-efficacy and performance in learning. This is because self-efficacy is the feeling of having the ability to achieve goals. Thus, when a given task is proposed and the individual does not believe he has the necessary capabilities to perform it, success in completing the task is weak. This factor influences the learning performance and can cause negative impacts. For example, the stereotype that men are more skilled in math can negatively influence some women, causing them to have a very low perception of self-efficacy, causing problems in learning, even if the activities are carried out in a gamified environment. Thus, in this dissertation, our objective is to identify and explain how gender stereotypes impact on self-efficacy, on the flow experience (a state of total immersion desired in educational settings) and on student learning performance in gamified online educational environments. For this, systematic literature review (meta-analysis) and quasi-experimental studies will be conducted. The systematic reviews provided an overview of how gender stereotypes and gamification affect self-efficacy, flow experience and learning performance. Quantitative and qualitative quasi-experimental studies will be conducted to identify and explain the effects caused by gender stereotyping in gamified online educational environments. Thus, we aim to provide evidence regarding whether gender stereotypes affect the flow experience, whether they affect self-efficacy and whether they contribute to poor student learning performance. As a result, we also hope to identify if there is a gender that might be more affected by stereotype and understand the causes of these effects. This evidence will contribute to the generation of guidelines, recommendations and practices that result in adaptations and implementations of gamified online educational environments without the threat of stereotyping, the creation of fairer environments that promote gender equity.