Does gender-stereotyped gamification increase negative thinking? Results from an experimental study with logic tutoring systems

Abstract

ABSTRACT Gender-stereotypical design, such as the predominance of blue colors in interfaces, leaderboards with only men at the top, and male avatars, may have negative effects on women in gamified tutoring systems, especially in courses with a majority of male participation, such as courses of Science, Technology, Engineering, and Mathematics (STEM). We conducted a quasi-experimental study with 133 Brazilian high school students in order to determine the impact of gender stereotypes on the flow state of students, their negative thinking, and their learning performance. These participants were divided into a control group (non-stereotyped) and two intervention groups (male and female stereotypes). Girls' flow state and academic performance were negatively impacted by male stereotypes, as indicated by p.adj values of 0.031 and 0.046, respectively. Contrary to popular belief, participants' negative thoughts were more prevalent in a neutral (non-stereotyped) context than in one with a stereotype threat condition with p.adj value of 0.039. These findings suggest that gender stereotypes should be investigated further, as there are instances in which, contrary to expectations, their effects can be positive. Therefore, the primary contribution of the study is to provide funding for future research into the causes of the observed effects of gender stereotypes on negative thinking. These findings are also applicable to specialists in the design and development of gamified systems, as they support guidelines and the need to develop mechanisms for adapting game elements and the interface of these systems.