Exploring the Impact of Gender Stereotypes on Motivation, Flow State, and Learning Performance in a Gamified Tutoring System
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Publisher
Springer Nature Switzerland
Link
https://link.springer.com/content/pdf/10.1007/978-3-031-64312-5_11
Reference11 articles.
1. Albuquerque, J., Bittencourt, I.I., Coelho, J.A., Silva, A.P.: Does gender stereotype threat in gamified educational environments cause anxiety? An experimental study. Comput. Educ. 115, 161–170 (2017)
2. Christy, K.R., Fox, J.: Leaderboards in a virtual classroom: a test of stereotype threat and social comparison explanations for women’s math performance. Comput. Educ. 78, 66–77 (2014). https://doi.org/10.1016/j.compedu.2014.05.005. https://www.sciencedirect.com/science/article/pii/S0360131514001195
3. Csikszentmihalyi, M.: Flow: The Psychology of Happiness. Random House (2013)
4. Dasgupta, N., Scircle, M.M., Hunsinger, M.: Female peers in small work groups enhance women’s motivation, verbal participation, and career aspirations in engineering. Proc. Natl. Acad. Sci. 112(16), 4988–4993 (2015)
5. Jamieson, J.P., Harkins, S.G.: Mere effort and stereotype threat performance effects. J. Pers. Soc. Psychol. 93(4), 544 (2007)
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