Does gender stereotype threat in gamified educational environments cause anxiety? An experimental study

Albuquerque, Josmário; Bittencourt, Ig Ibert; Coelho, Jorge Artur Peçanha de Miranda; Silva, Alan P.

doi:10.1016/j.compedu.2017.08.005

Cited by 38 publications

(60 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…These differences suggest that the addition of gamified elements to assessments may either negatively impact perceptions of fairness among women or have an especially positive effect on these perceptions among men. This finding supports the idea that females may be less likely to enjoy game-based content or that gender-stereotypes could impact these perceptions (Hartmann and Klimmt, 2006;Albuquerque et al, 2017) . However, the effect sizes for gender differences were relatively small, and both males and females reported positive reactions (i.e.…”

Section: Discussionsupporting

confidence: 80%

Game on! Exploring reactions to game-based selection assessments

Ellison¹,

Johnson²,

Tomczak³

et al. 2020

JMP

View full text Add to dashboard Cite

PurposeThe use of game-based assessments (GBAs) is growing in selection contexts, yet test-takers have varying reactions to such assessments, which have important implications for applicant behavior. This paper reviews the literature on applicant reactions and explores classic assessment models in the context of GBAs, identifying best practice recommendations and pitfalls for enhancing the candidate experience.Design/methodology/approachA sample of 374 participants from MTurk completed cognitive GBAs and questionnaires regarding test-taker reactions (job-relatedness, perceived opportunity to perform, provision of selection information, face validity, task engagement, task motivation and willingness to refer others to the company), technology self-efficacy, and game/technology experience.FindingsFairness mediated the relationship between procedural justice rules and willingness to recommend the company to others. Technology self-efficacy was significantly related to fairness perceptions and procedural justice perceptions. Males had significantly higher procedural justice perceptions of GBAs than females.Research limitations/implicationsThe study underscores the importance of considering fairness perceptions and individual differences in reactions to GBAs. Future research should study participants within high-stakes hiring situations and examine other individual difference factors such as ethnicity.Practical implicationsGBAs are a viable assessment method for personnel selection, yet organizations must recognize that individuals are more likely to respond positively to GBAs if they perceive such assessments as fair and job-related, and perceive themselves as capable of performing well on the assessment.Originality/valueThis study tests a classic model of procedural fairness in a novel and timely assessment context.

show abstract

Section: Discussionsupporting

confidence: 80%

Game on! Exploring reactions to game-based selection assessments

Ellison¹,

Johnson²,

Tomczak³

et al. 2020

JMP

View full text Add to dashboard Cite

show abstract

“…Again, the shift towards learning analytics highlights, rather than creates, the long-standing problem that proxies (exams and grades) are often considered more important than the learning they may represent. Work on reducing gaming in education predates learning analytics (for example, Arroyo et al, 2007), and is now expanding in the field to take into account aspects of equality (Albuquerque, Bittencourt, Coelho, & Silva, 2017). More broadly, learning analytics provides a growing set of tools that can inform educators about ways in which specific students are struggling, providing an insight into interactions and dialogue that was not possible in the past, and supporting an understanding of why some individuals are choosing to game the system.…”

Section: Safeguardingmentioning

confidence: 99%

Ethical Challenges for Learning Analytics

Ferguson

2019

Learning Analytics

View full text Add to dashboard Cite

show abstract

“…Perhaps the state of flow is such an experience that both men and women have the same disposition to attain it. Factors that influence gamified educational environments, such as stereotype threat (Albuquerque et al, 2017), could also have an impact in those male/female interactions. Further research on this subject is desired to further elucidate the differences in the flow experience between men and women.…”

Section: Discussionmentioning

confidence: 99%

Does Gamification Improve Flow Experience in Classroom? An Analysis of Gamer Types in Collaborative and Competitive Settings

Marinho¹,

Oliveira²,

Bittencourt³

et al. 2019

RBIE

View full text Add to dashboard Cite

The use of gamification to engage and to motivate people in several environments, including education is notorious in the last years. However, there are different doubts related to the real effects of the application of gamification in educational contexts, mainly associated with the psychological analysis of the effects of gamification, that in some cases highlights that depending of gamification settings, and the students' gamer types and of the gender, it can cause bad effects like students' disengagement or demotivation. At the same time, the flow theory is a psychological theory that defines a mental state of complete control over a person's actions during a task and can be a decisive factor for better increase the engagement and learning of the students. Aiming to investigate whether the students' flow experience changes depending on the gamification configuration and the student's gamer types and gender, we conducted an experiment in a gamified classroom. We analyzed the flow experience of 18 students during four scenarios with different settings of competition and collaboration, comparing their results according to the gamer type and gender. In general, our results did not indicate significant differences in the students' flow experience in the proposed configurations. As a complement, we performed a qualitative study based on the behavioral observations of the experiment that indicated the competition as a stimulating factor of the gamified experience.

show abstract

Does gender stereotype threat in gamified educational environments cause anxiety? An experimental study

Cited by 38 publications

References 26 publications

Game on! Exploring reactions to game-based selection assessments

Game on! Exploring reactions to game-based selection assessments

Ethical Challenges for Learning Analytics

Does Gamification Improve Flow Experience in Classroom? An Analysis of Gamer Types in Collaborative and Competitive Settings

Contact Info

Product

Resources

About