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

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

Research output: Contribution to journalArticleScientificpeer-review

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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.

Original languageEnglish
JournalJournal of Computers in Education
Publication statusE-pub ahead of print - 14 Dec 2022
Publication typeA1 Journal article-refereed


  • Data-driven study
  • Educational technologies
  • Flow experience
  • Gender stereotypes
  • Personalized education

Publication forum classification

  • Publication forum level 0

ASJC Scopus subject areas

  • Education
  • Computer Science Applications


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