Investigando a relação entre garra, aprendizagem e experiência de fluxo em ambientes educacionais gamificados e estereotipados

Abstract

This dissertation is composed of three studies that aim to explore the influence of gamification, which refers to the integration of game elements and mechanics in non-game contexts, such as educational environments, on student performance and engagement and the impact of gender stereotypes. , correlating them with the Grit personality trait. This trait is characterized by a combination of passion and perseverance towards long-term goals, which encompasses qualities such as resilience, determination and the ability to maintain effort and interest in the face of challenges and setbacks. Given this, three studies were conducted, the first study is a systematic review of the literature that investigates the correlation between Grit and gamified systems, suggesting that gamification positively influences student engagement and performance. The second study focuses on gender differences in stereotypical gamified tutoring systems, suggesting that Grit alone may not be enough to reduce these disparities, indicating in the results that gender stereotypes can negatively affect performance and engagement for women with low levels of Grit. The third study is a qualitative analysis that explores participants’ emotional perceptions in a stereotyped gamified environment, identifying negative feelings of lack of control. Overall, the findings highlight the need for equitable and carefully designed gamified environments to avoid negative effects on student performance and engagement. Future research should consider a holistic approach, investigating complex correlations between personality traits, engagement methods and academic performance, and the impact of gender stereotyping. Future studies should also guide the development of teaching and learning methodologies.