Tecnologias Educacionais Estereotipadas: Um desafio a ser enfrentado
DOI:
https://doi.org/10.5753/rbie.2022.2293Keywords:
Tecnologias educacionais, Estereótipos, Ameaça de estereótipos, Desempenho, AprendizagemAbstract
No Brasil, a modalidade de educação online tornou-se mais presente nas instituições de ensino superior. Para atender toda a demanda proporcionada por essa mudança de paradigma, tecnologias educacionais surgem como mediadoras para realização da aprendizagem. Por meio disso, diversos benefícios atrelados com as tecnologias educacionais fazem com o que as tecnologias sejam uma medida fundamental para proporcionar a educação, reforçando ainda mais o processo de ensino-aprendizagem: forma de ensinar e aprender, principalmente no cenário pandêmico gerado pelo Covid-19. Entretanto, algumas tecnologias educacionais possuem limitações em seu Design, desconsiderando atributos que podem ser utilizados para uma construção adequada de tecnologias educacionais, de forma que torne a tecnologia mais personalizada, como: (i) idade; (ii) gênero; (iii) motivações; e, por fim, (iv) perfil e categorias de estudantes. As desigualdades decorrentes da limitação atual na construção das tecnologias educacionais existentes, são objetos de estudo de uma área emergente na literatura denominada Ameaça de Estereótipo. O objetivo deste trabalho é apresentar e discutir desafios presentes no desenvolvimento de tecnologias educacionais, bem como discutir a luz da literatura os problemas associados a estereotipação destas tecnologias desde sua elaboração à sua utilização pelo público-alvo, tendo em vista as possibilidades de produção de vieses e desigualdades que podem prejudicar grupos específicos, e minoritários, de estudantes.Concluímos que a temática relacionada as Tecnologias Educacionais Estereotipadas é uma área diversificada e precisa ser melhor explorada tendo em vista os benefícios que podem advir da melhora dos ambientes educacionais virtuais gamificados.
Downloads
Referências
Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: the challenges and opportunities. Interactive Learning Environments, 1-13. doi: 10.1080/10494820.2020.1813180 [GS Search]
Albuquerque, J., Bittencourt, I. I., Coelho, J. A. P. M., & Silva, A. P. (2017). Does gender stereotype threat in gamified educational environments cause anxiety? an experimental study. Computers & Education, 115, 161-170. doi: 10.1016/j.compedu.2017.08.005 [GS Search]
Bailey, D. R., & Lee, A. R. (2020). Learning from experience in the midst of covid-19: benefits, challenges, and strategies in online teaching. Computer-Assisted Language Learning Electronic Journal, 21, 178-198. doi: 10.31235/osf.io/8srv3 [GS Search]
Beege, M., Schneider, S., Nebel, S., Mittangk, J., & Rey, G. D. (2017). Ageism–age coherence within learning material fosters learning. Computers in Human Behavior, 75, 510-519. doi: 10.1016/j.chb.2017.05.042 [GS Search]
Blashill, A. J., & Powlishta, K. K. (2009). Gay stereotypes: The use of sexual orientation as a cue for gender-related attributes. Sex Roles, 61(11-12), 783-793. doi: 10.1007/s11199-009-9684-7 [GS Search]
Boca, F. D., & Ashmore, R. (1980). Sex stereotypes and implicit personality theory. ii. a trait-inference approach to the assessment of sex stereotypes. Sex Roles, 6, 1-18. doi: 10.1007/bf00287883 [GS Search]
Bosch, N., Huang, E., Angrave, L., & Perry, M. (2019). Modeling improvement for underrepresented minorities in online stem education. Proceedings of the 27th ACM Conference on User Modeling, Adaptation and Personalization, 327-335. doi: 10.1145/3320435.3320463 [GS Search]
Brusilovsky, P. (1998). Methods and techniques of adaptive hypermedia. In (p. 1-43). Springer. doi: 10.1007/978-94-017-0617-9_1 [GS Search]
Chang, F., Luo, M., Walton, G., Aguilar, L., & Bailenson, J. (2019). Stereotype threat in virtual learning environments: Effects of avatar gender and sexist behavior on women’s math learning outcomes. Cyberpsychology, Behavior, and Social Networking, 22, 634-640. doi:10.1089/cyber.2019.0106 [GS Search]
Chen, S., Binning, K. R., Manke, K. J., Brady, S. T., McGreevy, E. M., Betancur, L., . . . Kaufmann, N. (2021). Am i a science person? a strong science identity bolsters minority students’ sense of belonging and performance in college. Personality and Social Psychology Bulletin, 47, 593-606. doi: 10.1177/0146167220936480 [GS Search]
Cheryan, S., Meltzoff, A. N., & Kim, S. (2011). Classrooms matter: The design of virtual classrooms influences gender disparities in computer science classes. Computers Education, 57, 1825-1835. doi: 10.1016/j.compedu.2011.02.004 [GS Search]
Cheung, A. C. K., & Slavin, R. E. (2013). The effectiveness of educational technology applications for enhancing mathematics achievement in k-12 classrooms: A meta-analysis. Educational research review, 9, 88-113. doi: 10.1016/j.edurev.2013.01.001 [GS Search]
Christy, K. R., & Fox, J. (2014). Leaderboards in a virtual classroom: A test of stereotype threat and social comparison explanations for women’s math performance. Computers Education, 78, 66-77. doi: 10.1016/j.compedu.2014.05.005 [GS Search]
Clark, R. E. (2011). The impact of non-conscious knowledge on educational technology research and design. Educational Technology, 3-11. doi: 10.1007/978-1-4614-3185-5_42 [GS Search]
Conaway, W., & Bethune, S. (2015). Implicit bias and first name stereotypes: What are the implications for online instruction?. Online Learning, 19, 162-178. doi: 10.24059/olj.v19i3.674 [GS Search]
Cromley, J. G., Perez, T., Wills, T. W., Tanaka, J. C., Horvat, E. M., & Agbenyega, E. T.-B. (2013). Changes in race and sex stereotype threat among diverse stem students: Relation to grades and retention in the majors. Contemporary Educational Psychology, 38, 247-258. doi: 10.1016/j.cedpsych.2013.04.003 [GS Search]
Crues, R. W., Henricks, G. M., Perry, M., Bhat, S., Anderson, C. J., Shaik, N., & Angrave, L. (2018). How do gender, learning goals, and forum participation predict persistence in a computer science mooc? ACM Transactions on Computing Education (TOCE), 18, 1-14. doi: 10.1145/3152892 [GS Search]
Deemer, E. D., Thoman, D. B., Chase, J. P., & Smith, J. L. (2014). Feeling the threat: Stereotype threat as a contextual barrier to women’s science career choice intentions. Journal of Career Development, 41, 141-158. doi: 10.1037/t32197-000 [GS Search]
de Oliveira Zilse, S. S., Weber, A. L., & Floriani, J. R. (2021). Graduação em tempos de pandemia-aulas por videoconferência e percepção dos acadêmicos. Revista Paidéi@-Revista Científica de Educação a Distância, 13. doi: 10.29327/3860.13.23-1 [GS Search]
Dhawan, S. (2020). Online learning: A panacea in the time of covid-19 crisis. Journal of Educational Technology Systems, 49, 5-22. doi: 10.1177/0047239520934018 [GS Search]
Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: A systematic mapping study. Journal of Educational Technology Society, 18, 80-100. doi: 10.1515/cait-2014-0007 [GS Search]
dos Santos, W. O., Bittencourt, I. I., Isotani, S., Dermeval, D., Marques, L. B., & Silveira, I. F. (2018). Flow theory to promote learning in educational systems: Is it really relevant? Revista Brasileira de Informática na Educação, 26, 29. doi: 10.5753/rbie.2018.26.02.29 [GS Search]
Doyle, R. A., & Voyer, D. (2016). Stereotype manipulation effects on math and spatial test performance: A meta-analysis. Learning and Individual Differences, 47, 103-116. doi: 10.1016/j.lindif.2015.12.018 [GS Search]
Eglash, R., Krishnamoorthy, M., Sanchez, J., & Woodbridge, A. (2011). Fractal simulations of african design in pre-college computing education. ACM Transactions on Computing Education (TOCE), 11, 1-14. doi: 10.1145/2037276.2037281 [GS Search]
Fine, M. G., Johnson, F. L., & Ryan, M. S. (1990). Cultural diversity in the workplace. Public Personnel Management, 19, 305-320. doi: 10.1177/009102609001900307 [GS Search]
Flore, P. C., & Wicherts, J. M. (2015). Does stereotype threat influence performance of girls in stereotyped domains? a meta-analysis. Journal of school psychology, 53, 25-44. doi: 10.1016/j.jsp.2014.10.002 [GS Search]
Forman, E. M., Manasse, S. M., Dallal, D. H., Crochiere, R. J., Berry, M. P., Butryn, M. L., & Juarascio, A. S. (2020). Gender differences in the effect of gamification on weight loss during a daily, neurocognitive training program. Translational Behavioral Medicine, 11, 1015-1022. doi: 10.1093/tbm/ibaa091 [GS Search]
Good, C., Aronson, J., & Harder, J. A. (2008). Problems in the pipeline: Stereotype threat and women’s achievement in high-level math courses. Journal of applied developmental psychology, 29, 17-28. doi: 10.1016/j.appdev.2007.10.004 [GS Search]
Haft, S., & Hoeft, F. (2021). A meta-analytic review of the consequences of stigma and stereotype threat for individuals with specific learning disabilities. doi: 10.31234/osf.io/bt7ew [GS Search]
Hess, T. M., Auman, C., Colcombe, S. J., & Rahhal, T. A. (2003). The impact of stereotype threat on age differences in memory performance. The Journals of Gerontology Series B: Psychological Sciences and Social Sciences, 58, P3–P11. doi: 10.1093/geronb/58.1.p3 [GS Search]
Hieker, C., & Rushby, M. (2017). Diversity in the workplace: How to achieve gender diversity in the workplace. In Handbook of research on human factors in contemporary workforce development (pp. 308–332). IGI Global. doi: 10.4018/978-1-5225-2568-4.ch014 [GS Search]
Jalil, N. A., Yunus, R. M., & Said, N. S. (2013). Students' colour perception and preference: An empirical analysis of its relationship. Procedia-Social and Behavioral Sciences, 90, 575-582. doi: 10.1016/j.sbspro.2013.07.128 [GS Search]
José, J., Paiva, R., & Bittencourt, I. I. (2015). Avaliação automática de atividades escritas baseada em algoritmo genético e processamento de linguagem natural: Avaliador ortográficogramatical. Anais dos Workshops do Congresso Brasileiro de Informática na Educação, 4, 95. doi: 10.5753/cbie.wcbie.2015.95 [GS Search]
Kato, T., & Kodama, N. (2018). The effect of corporate social responsibility on gender diversity in the workplace: econometric evidence from japan. British Journal of Industrial Relations, 56, 99-127. doi: 10.2139/ssrn.3457640 [GS Search]
Kitchenham, B. (2004). Procedures for performing systematic reviews. Keele, UK, Keele University, 33, 1-26. doi: 10.1007/117677183 [GS Search]
Kitchenham, B., & Charters, S. (2007). Guidelines for performing systematic literature reviews in software engineering. , 52, 463-479. doi: 10.1016/j.infsof.2009.11.005 [GS Search]
Kizilcec, R. F., Davis, G. M., & Cohen, G. L. (2017). Towards equal opportunities in moocs: affirmation reduces gender social-class achievement gaps in china. Proceedings of the fourth (2017) ACM conference on learning@ scale, 121-130. doi: 10.1145/3051457.3051460 [GS Search]
Kizilcec, R. F., & Lee, H. (2020). Algorithmic fairness in education. arXiv preprint ar-Xiv:2007.05443, 103-115. doi: 10.4324/9781003177098-9 [GS Search]
Kizilcec, R. F., Saltarelli, A., Bonfert-Taylor, P., Goudzwaard, M., Hamonic, E., & Sharrock, R. (2020). Welcome to the course: Early social cues influence women’s persistence in computer science. Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems, 1-13. doi: 10.1145/3313831.3376752 [GS Search]
Klock, A. C. T., Gasparini, I., Kemczinski, A., Hounsell, M., & Isotani, S. (2015). One man’s trash is another man's treasure: um mapeamento sistemático sobre as caracter' individuais na gamificação de ambientes virtuais de aprendizagem. Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE), 26, 539. doi: 10.5753/cbie.sbie.2015.539 [GS Search]
Lamont, R. A., Swift, H. J., & Abrams, D. (2015). A review and meta-analysis of age-based stereotype threat: negative stereotypes, not facts, do the damage. Psychology and aging, 30, 180. doi: 10.1037/a0038586 [GS Search]
Langenhove, L. V., & Harré, R. (1994). Cultural stereotypes and positioning theory. Journal for the Theory of Social Behaviour, 24, 359-372. doi: 10.1111/j.1468-5914.1994.tb00260.x [GS Search]
Laureano-Cruces, A. L., Sánchez-Guerrero, L., Velasco-Santos, P., Mora-Torres, M., & Ramíres-Rodríguez, J. (2016). Design of pedagogical agents: the learning styles, the emotions and the color. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, 421-431. [GS Search]
Lee, J.-E. R., & Nass, C. (2012). Distinctiveness-based stereotype threat and the moderating role of coaction contexts. Journal of Experimental Social Psychology, 48, 192-199. doi: 10.1016/j.jesp.2011.06.018 [GS Search]
Lippmann, W. (1946). Public opinion (Vol. 1). Transaction Publishers. doi: 10.1037/14847-000 [GS Search]
Liu, S., Liu, P., Wang, M., & Zhang, B. (2021). Effectiveness of stereotype threat interventions: A meta-analytic review. Journal of Applied Psychology, 106, 921. doi: 10.1037/apl0000770 [GS Search]
Lopes, N., & Gomes, A. (2020). O “boom” das plataformas digitais nas práticas de ensino: Uma experiência do e@ d no ensino superior. Revista Practicum, 5, 106-120. doi: 10.24310/revpracticumrep.v5i1.9833 [GS Search]
Manzi, C., Sorgente, A., Reverberi, E., Tagliabue, S., & Gorli, M. (2021). Double jeopardyanalyzing the combined effect of age and gender stereotype threat on older workers. Frontiers in psychology, 11, 3719. doi: 10.3389/fpsyg.2020.606690 [GS Search]
Martin, F. G. (2012). Will massive open online courses change how we teach? Communications of the ACM, 55, 26-28. doi: 10.1145/2240236.2240246 [GS Search]
Merluzzi, J., & Dobrev, S. D. (2015). Unequal on top: Gender profiling and the income gap among high earner male and female professionals. Social Science Research, 53, 45-58. doi: 10.1016/j.ssresearch.2015.04.010 [GS Search]
Mousa, M., Massoud, H. K., & Ayoubi, R. M. (2020). Gender, diversity management perceptions, workplace happiness and organisational citizenship behaviour. Employee Relations: The International Journal, 42, 1249-1269. doi: 10.1108/er-10-2019-0385 [GS Search]
Myers, M. W., Laurent, S. M., & Hodges, S. D. (2014). Perspective taking instructions and self-other overlap: Different motives for helping. Motivation and Emotion, 38, 224-234. doi: 10.1111/pere.12085 [GS Search]
Nadler, J. T., & Clark, M. H. (2011). Stereotype threat: A meta-analysis comparing african americans to hispanic americans 1. Journal of Applied Social Psychology, 41, 872-890. doi: 10.1111/j.1559-1816.2011.00739.x [GS Search]
Nardi, B. A. (1996). Context and consciousness: Activity theory and human-computer interaction (Vol. 7). mit Press. doi: 10.1207/s15327809jls07026 [GS Search]
Pedro, L. Z., Lopes, A. M. Z., Prates, B. G., Vassileva, J., & Isotani, S. (2015). Does gamification work for boys and girls? an exploratory study with a virtual learning environment. Proceedings of the 30th annual ACM symposium on applied computing, 214-219. doi: 10.1145/2695664.2695752 [GS Search]
Pennington, C. R., Heim, D., Levy, A. R., & Larkin, D. T. (2016). Twenty years of stereotype threat research: A review of psychological mediators. PloS one, 11, e0146487. doi: 10.31234/osf.io/j9ae5 [GS Search]
Pereira, M. E. (2002). Psicologia social de estereótipos (Vol. 1). EPU, Ed. Pedagógica e Universitária. doi: 10.12957/psi.saber.soc.2012.4899 [GS Search]
Pereira, R., Hayashi, E. C. S., & Baranauskas, M. C. C. (2013). Afeto como um valor no design de tecnologias educacionais: frameworks e discussões informadas. Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE), 24, 748. doi: 10.5753/cbie.sbie.2013.748 [GS Search]
Picho, K., Rodriguez, A., & Finnie, L. (2013). Exploring the moderating role of context on the mathematics performance of females under stereotype threat: A meta-analysis. The Journal of social psychology, 153, 299-333. doi: 10.1080/00224545.2012.737380 [GS Search]
Rodrigues, R. L., Ramos, J. L. C., Silva, J. C. S., & Gomes, A. S. (2016). Discovery engagement patterns moocs through cluster analysis. IEEE Latin America Transactions, 14, 4129-4135. doi: 10.1109/tla.2016.7785943 [GS Search]
Santos, J. J., Paiva, R., & Bittencourt, I. I. (2016). Avaliaçao léxico-sintática de atividades escritas em algoritmo genético e processamento de linguagem natural: Um experimento no enem. Revista Brasileira de Informática na Educação, 24, 92. doi: 10.5753/rbie.2016.24.02.92 [GS Search]
Schöbel, S. M., Janson, A., & Söllner, M. (2020). Capturing the complexity of gamification elements: a holistic approach for analysing existing and deriving novel gamification designs. European Journal of Information Systems, 29, 1-28. doi: 10.1080/0960085x.2020.1796531 [GS Search]
Seo, E., & kyung Lee, Y. (2021). Stereotype threat in high school classrooms: how it links to teacher mindset climate, mathematics anxiety, and achievement. Journal of youth and adolescence, 50, 1-14. doi: 10.1007/s10964-021-01435-x [GS Search]
Shapiro, J. R., & Neuberg, S. L. (2007). From stereotype threat to stereotype threats: Implications of a multi-threat framework for causes, moderators, mediators, consequences, and interventions. Personality and Social Psychology Review, 11, 107-130. doi: 10.1177/1088868306294790 [GS Search]
Snyder, M., & Miene, P. K. (1994). Stereotyping of the elderly: A functional approach. British Journal of Social Psychology, 33(1), 63-82. doi: 10.1111/j.2044-8309.1994.tb01011.x [GS Search]
Spieler, B. (2018). Reinforcing gender equality by analysing female teenagers’ performances in coding activities: a lesson learned. Proceedings of the 4th Conference on Gender IT, 209-219. doi: 10.1145/3196839.3196871 [GS Search]
Steele, J. A. C. M. (1995). Stereotype threat and the intellectual test performance of african americans. Journal of Personality and Social Psychology, 69, 797-811. doi: 10.1037/0022-3514.69.5.797 [GS Search]
Stoet, G., & Geary, D. C. (2012). Can stereotype threat explain the gender gap in mathematics performance and achievement? Review of General psychology, 16, 93-102. doi: 10.1037/a0026617 [GS Search]
Suthers, D. D., & Seel, N. (2012). Computer-supported collaborative learning. In (pp. 719–722). Citeseer. [GS Search]
Tine, M., & Gotlieb, R. (2013). Gender-, race-, and income-based stereotype threat: the effects of multiple stigmatized aspects of identity on math performance and working memory function. Social Psychology of Education, 16, 353-376. doi: 10.1007/s11218-013-9224-8 [GS Search]
Tomaskovic-Devey, D., & Warren, P. (2009). Explaining and eliminating racial profiling. Contexts, 8(2), 34-39. doi: 10.1525/ctx.2009.8.2.34 [GS Search]
Valente, J. A. (2014). Blended learning e as mudanças no ensino superior: a proposta da sala de aula invertida. Educar em revista, 79-97. doi: 10.1590/0104-4060.38645 [GS Search]
Vermeulen, L., Castellar, E. N., Janssen, D., Calvi, L., & Looy, J. V. (2016). Playing under threat. examining stereotype threat in female game players. Computers in Human Behavior, 57, 377-387. doi: 10.1016/j.chb.2015.12.042 [GS Search]
Vinayagam, S. S., & Akhila, K. (2020). Competency analysis among faculty of agriculture universities in using educational technology. International Journal of Education and Management Studies, 10, 66-70. doi: 10.15740/has/au/15.4/438-441 [GS Search]
Vlachopoulos, D. (2020). Covid-19: threat or opportunity for online education? Higher Learning Research Communications, 10, 2. doi: 10.3991/ijet.v16i06.20173 [GS Search]
Wanner, T., Wanner, T., & Etzold, V. (2020). Effects on girls’ emotions during gamification tasks with male priming in stem subjects via eye tracking. In Smart education and e-learning 2020 (pp. 67–78). Springer. doi: 10.1007/978-981-15-5584-8_6 [GS Search]
Woodcock, A., Hernandez, P. R., & Schultz, P. W. (2016). Diversifying science: Intervention programs moderate the effect of stereotype threat on motivation and career choice. Social psychological and personality science, 7, 184-192. doi: 10.31648/cetl.2339 [GS Search]
Xu, Z., Banerjee, M., Ramirez, G., Zhu, G., & Wijekumar, K. (2019). The effectiveness of educational technology applications on adult english language learners’ writing quality: A metaanalysis. Computer Assisted Language Learning, 32, 132-162. doi: 10.1111/bjet.12758 [GS Search]
Yücel, Y., & Rzvanoglu, K. (2019). Battling gender stereotypes: A user study of a code-learning game,"code combat," with middle school children. Computers in Human Behavior, 99, 352-365. doi: 10.1016/j.chb.2019.05.029 [GS Search]
Arquivos adicionais
Published
Como Citar
Issue
Section
Licença
Copyright (c) 2022 Jário Santos, Kamila Benevides, Ester Andrade, João Nascimento, Kelly Silva, Ig Bittencourt, Marcos Pereira, Sheyla Fernandes, Cristiana Carina BLD Bittencourt, Seiji Isotani
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
