Estereótipos de gênero, pensamento negativo e experiência de fluxo em tecnologias digitais educativas gamificadas

Abstract

Using gamification in classrooms has become an interesting attractive alternative in educational digital technologies, with the objective convert tedious learning activities into engaging ones. Nonetheless, its use sometimes fails to bring the expected results. Stereotyping is between the factors that may negatively affect learning in gamified digital technologies, thus hindering student performance or even inducing cognitive interference in the individual, such as negative thinking. Under these circumstances, instead of directing effort and concentration in learning activities, students are conducted to disperse leading to a performance drop. Considering this possibility, the present study aims to identify and analyze effects of gender stereotypes on the flow experience, negative thinking and learning performance in gamified digital technologies. In order to achieve this goal, systematic literature reviews and quasi-experimental studies will be conducted. The former may provide an overview of how stereotypes and gamification effects over negative thinking, flow experience and learning performance, whilst the latter will be conducted in order to try to explain consequences of gender stereotyping in gamified digital technologies. Therefore, this study has the potential to provide evidence of stereotypes’ influence in gamified digital technologies: either leading to negative thoughts, affecting the flow experience and contributing to poor learning performances. Furthermore, we aim to identify if a gender is more affected by stereotyping and list possible causes of these effects. Results expected may be able to contribute to develop guidelines, advices and practices adapted to avoid the stereotype threat while implementing gamified digital technologies, seeking equitable environments and promoting gender equity.