The effects of gender stereotype-based interfaces on users' flow experience and performance

Author(s)

Oliveira, Wilk ; Hamari, Juho ; Ferreira, William ; Toda, Armando M. M. ; Palomino, Paula T. T. ; Vassileva, Julita ; Isotani, Seiji

• Document type: Journal article
• Source: JOURNAL OF COMPUTERS IN EDUCATION; v. N/A, p. 26-pg., 2022-12-14.

Abstract

Despite recent advances in the personalization of education, it is still unknown how different kinds of personalization affect students' experiences. To advance this literature, in this article, we present an experimental study with 307 participants investigating the effects of gender stereotype-based interfaces (in terms of colors and avatars stereotypes) on users' flow experience (i.e., challenge-skill balance, merging of action and awareness, clear goals, feedback, concentration, control, loss of self-consciousness, and autotelic experience), and performance in a gamified educational system. The main results indicate that gender stereotype-based interfaces affect users' action-awareness merging, however, do not affect users' performance and overall flow experience. We contribute with the basis for new studies and challenge thorough future research attempts. (AU)

• FAPESP's process: 18/07688-1 - Design and automatic detection of flow experience in students and teachers in gamified intelligent educational systems
• Grantee: Wilk Oliveira dos Santos
• Support Opportunities: Scholarships in Brazil - Doctorate
• FAPESP's process: 20/02801-4 - A gamified educational system based on the flow theory
• Grantee: Wilk Oliveira dos Santos
• Support Opportunities: Scholarships abroad - Research Internship - Doctorate