Efeitos de estereótipos de gênero, e raça, em mediadores psicológicos da aprendizagem durante o uso de ambientes educacionais online gamificados

Abstract

Due to the COVID-19 pandemic, educational technologies are becoming increasingly common in learning environments, especially in the context of undergraduate education. Several authors discuss problems that are strongly related to digital educational technologies, with some of them not directly related to computer science, such as stereotypes, which are multidisciplinary issues to be addressed in interface with social psychology. The problem of stereotyped digital educational technologies lies in the possibility that thousands of students may have their academic performance negatively affected by racial and gender stereotypes. This dissertation work discusses the influence of racial and gender stereotypes in gamified online educational environments used by undergraduate students. The overall objective of the research is to understand the effects of these stereotypes present in the development of a gamified educational environment, analyzing three psychological constructs that affect performance and learning: Flow, Self-handicapping, and Anxiety. To achieve this goal, we will conduct experiments. As a result of this research, we find that, when examining the influence of gender stereotypes, they negatively impact the levels of flow and performance of women when in gender-opposite environments. This influence did not affect men significantly, as they continued to have higher ratings despite being in a stereotype-threat condition. On the other hand, when examining the influences of racial stereotypes on the levels of flow, anxiety, and performance of undergraduate students, we found that there was indeed an increase in anxiety and flow, and that there were differences in the performance of students, especially between white male nonaffirmative action students and black female affirmative action students, but these differences were not statistically significant between the groups. We also infer from the second study that there is an influence of psychological mediators on student performance. Inspired by the results of these studies, an article proposing a methodology called the kaleidoscopic perspective was produced, which presents a proposal to produce technology designs that consider the social nuances inherent to the target subjects of the solutions. The relevance of the research lies in the possibility of contributing to the areas of computer science in education, the development of digital educational technologies, and psychology in understanding the influence of stereotypes. Furthermore, this work contributes to thinking about the development of educational technologies from a perspective that takes into account the intersectionality inherent to their users, making them more effective by considering the social context in which they are embedded.