Flow Experience, Performance Expectation and Performance: An LGBTQ+ Diversity Perspective on Gamified Systems
DOI:
https://doi.org/10.5753/rbie.2025.4474Keywords:
Education, Gamification, STEM, LGBTQ, Diversity, Computer ScienceAbstract
Cis-heteronormative stereotypes in STEM fields are responsible for making minority groups like LGBTQ+ people feel like they don’t belong in these areas of science. To identify and analyze the effects of such stereotypes, we carried out a quasi-experiment with N = 70 participants in a gamified system. The results indicate that self-identified cis-heterosexual participants had better flow experiences in environments with stereotypes that disagreed with their sexual orientation. Regarding expected performance, stereotypes not aligned with sexual orientation were harmful. These results reflect the importance of developing socially inclusive educational technologies, with mechanisms that allow customization of the interface to avoid disadvantages of minority groups, and are also relevant to the scientific community as empirical evidence that sexual stereotypes must be taken into account. when designing gamified platforms to avoid negatively impacting individuals.
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Derechos de autor 2025 Breno Felix de Sousa, Geiser Chalco Challco, Marcelo Reis, Jessica Fernanda Silva Barbosa, Francys Rafael do Nascimento Martins, Seiji Isotani, Ig Ibert Bittencourt Santana
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
