Efeitos de ambientes gamificados estereotipados de gênero sobre a autoeficácia, engajamento e desempenho de estudantes: análises quantitativas e qualitativas

Abstract

The use of gamification, it should be noted, when widely studied and applied in the educational area, allows teaching to be carried out in an innovative way, introducing new resources in education helping teachers and students in the learning process. Gamification has been applied to improve the student’s engagement and motivation, and is commonly used online. Despite these benefits, studies have presented evidence that negative effects can be obtained, especially when students are exposed to gamified environments with stereotypes, such as gender-related ones. Such stereotypes can affect confidence and beliefs in one’s skills, which in turn can be called self-efficacy. Pertinent questions might rise from these: What is the impact of genderstereotypical messages on student’s performance and engagement? Can motivational or “boost” messages increase student engagement and performance in activities carried in gamified environments? In order to seek evidence to answer these questions, three studies were conducted in the present work: (1) a meta-analysis with a systematic literature review on the effects of gamified environments use on students' self-efficacy and learning, (2) an experimental study with gamified tutoring systems using gender-stereotyped impulse messages in order to identify differences in student engagement, selfefficacy and performance, and (3) a qualitative study of the effects of stereotypes on self-efficacy, flow state and performance, identifying subjective factors not controlled in the experimental study. It is possible to state that there is a lack of studies relating gamified designs and the self-efficacy trait, despite the positive effects of using this technique on student performance and confidence. In addition, results indicate that gamified environments present positive effects over performance and self-efficacy beliefs, allowing for more confidence and better academic results among students.