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.
|Julkaisu||Journal of Computers in Education|
|DOI - pysyväislinkit|
|Tila||E-pub ahead of print - 14 jouluk. 2022|
|OKM-julkaisutyyppi||A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä|
- Jufo-taso 0
!!ASJC Scopus subject areas
- Computer Science Applications