Утицај стереотипних родних разлика на учење програмирања дигиталних игара
Ključne reči:
стереотип, родна припадност, учење, програмирање, дигиталне игре
Sažetak
Индустрија дигиталних игара је у експанзији и за њен даљи развој неопходно је образовати и укључити што више компетентног кадра и инжењера. Тржиште рада у овој области показује значајну неравнотежу родне заступљености у корист мушкараца. Циљ истраживања је утврђивање постојања стереотипних родних разлика и понашања у процесу учења програмирања дигиталних игара како би се њихов ефекат могао смањити и потенцијално искључити или преобликовати током образовања. У раду је идентификован и представљен дуални модел проблема претње стереотипом и самостереотипизације који значајно негативно утичу на мотивацију студенткиња да усмере своје школовање и каријеру ка области програмирања дигиталних игара. Истраживање је укључило 44 студената информационих технологија Факултета техничких наука у Чачку. Резултати су потврдили постојање родних стереотипа и указали на потребу прилагођења наставне праксе и активности како би се ови негативни ефекти могли ефикасно елиминисати.
Reference
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Sweller, J. (2019). Cognitive load theory. Advances in Cognitive Load Theory (pp. 1-12). Routledge. https://doi.org/10.4324/9780429283895-1
Thalmann, M., Souza, A. S., & Oberauer, K. (2019). How does chunking help working memory? Journal of Experimental Psychology: Learning, Memory, and Cognition, 45(1), 37-55. https://doi.org/10.1037/xlm0000578
Ullmann, S. (2022). Gender bias in machine translation systems. In Artificial Intelligence and Its Discontents: Critiques from the Social Sciences and Humanities (pp. 123-144). Cham: Springer International Publishing.
United Nations Women (2023). Progress on the Sustainable Development Goals: The Gender Snapshot 2023. Progress on the Sustainable Development Goals. https://doi.org/10.18356/9789210029063
Wheeler, S. C., & Petty, R. E. (2001). The effects of stereotype activation on behavior: A review of possible mechanisms. Psychological Bulletin, 127(6), 797-826. https://doi.org/10.1037//0033-2909.127.6.797
Aleksić, V. (2020). iTV: Exposure Risks?. Advanced Technologies and Standards for Interactive Educational Television: Emerging Research and Opportunities, 134-139. Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-7998-0253-2.ch006
Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B. (2010). “Doing” science versus “being” a scientist: Examining 10/11‐year‐old schoolchildren’s constructions of science through the lens of identity. Science Education, 94(4), 617–639. Portico. https://doi.org/10.1002/sce.20399
Beilock, S. L., Rydell, R. J., & McConnell, A. R. (2007). Stereotype threat and working memory: Mechanisms, alleviation, and spillover. Journal of Experimental Psychology: General, 136(2), 256-276. https://doi.org/10.1037/0096-3445.136.2.256
Cimpian, A., & Leslie, S.-J. (2017). The Brilliance Trap. Scientific American, 317(3), 60–65. https://doi.org/10.1038/scientificamerican0917-60
Coffman, K. B. (2014). Evidence on Self-Stereotyping and the Contribution of Ideas. The Quarterly Journal of Economics, 129(4), 1625-1660. https://doi.org/10.1093/qje/qju023
Fogliati, V. J., & Bussey, K. (2013). Stereotype Threat Reduces Motivation to Improve. Psychology of Women Quarterly, 37(3), 310-324. https://doi.org/10.1177/0361684313480045
Gann-Bociek, M., & Harvey, R. D. (2020). Gender Stereotypes. Stereotypes, 175-193. https://doi.org/10.5040/9798216018902.ch-010
Liu, S., Liu, P., Wang, M., & Zhang, B. (2021). Effectiveness of stereotype threat interventions: A meta-analytic review. Journal of Applied Psychology, 106(6), 921-949. https://doi.org/10.1037/apl0000770
Luong, K. T., & Knobloch-Westerwick, S. (2016). Can the Media Help Women Be Better at Math? Stereotype Threat, Selective Exposure, Media Effects, and Women’s Math Performance. Human Communication Research, 43(2), 193-213. https://doi.org/10.1111/hcre.12101
Makarova, E., Aeschlimann, B., & Herzog, W. (2019). The Gender Gap in STEM Fields: The Impact of the Gender Stereotype of Math and Science on Secondary Students’ Career Aspirations. Frontiers in Education, 4. https://doi.org/10.3389/feduc.2019.00060
Master, A., Meltzoff, A. N., & Cheryan, S. (2021). Gender stereotypes about interests start early and cause gender disparities in computer science and engineering. Proceedings of the National Academy of Sciences, 118(48). https://doi.org/10.1073/pnas.2100030118
Qazi, A., Hasan, N., Abayomi-Alli, O., Hardaker, G., Scherer, R., Sarker, Y., Kumar Paul, S., & Maitama, J. Z. (2021). Gender differences in information and communication technology use & skills: a systematic review and meta-analysis. Education and Information Technologies, 27(3), 4225-4258. https://doi.org/10.1007/s10639-021-10775-x
Ramírez-Uclés, I. M., & Ramírez-Uclés, R. (2020). Gender Differences in Visuospatial Abilities and Complex Mathematical Problem Solving. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.00191
Seitchik, A. E., & Harkins, S. G. (2015). Stereotype threat, mental arithmetic, and the mere effort account. Journal of Experimental Social Psychology, 61, 19-30. https://doi.org/10.1016/j.jesp.2015.06.006
Spieler, B., & Slany, W. (2019). Game Development-Based Learning Experience: Gender Differences in Game Design. In Proceedings of the 12th European Conference on Game Based Learning, 4-5 October, Sophia Antipolis, France, 616-625. ISBN: 978-1-911218-99-9
Stewart, C. A. (2021). Underrepresentation of Women STEM Leaders: Twelve Women on Different Journeys Using Their Voices to Shape the World through Science. European Journal of STEM Education, 6(1), 16. https://doi.org/10.20897/ejsteme/11387
Sweller, J. (2019). Cognitive load theory. Advances in Cognitive Load Theory (pp. 1-12). Routledge. https://doi.org/10.4324/9780429283895-1
Thalmann, M., Souza, A. S., & Oberauer, K. (2019). How does chunking help working memory? Journal of Experimental Psychology: Learning, Memory, and Cognition, 45(1), 37-55. https://doi.org/10.1037/xlm0000578
Ullmann, S. (2022). Gender bias in machine translation systems. In Artificial Intelligence and Its Discontents: Critiques from the Social Sciences and Humanities (pp. 123-144). Cham: Springer International Publishing.
United Nations Women (2023). Progress on the Sustainable Development Goals: The Gender Snapshot 2023. Progress on the Sustainable Development Goals. https://doi.org/10.18356/9789210029063
Wheeler, S. C., & Petty, R. E. (2001). The effects of stereotype activation on behavior: A review of possible mechanisms. Psychological Bulletin, 127(6), 797-826. https://doi.org/10.1037//0033-2909.127.6.797
Objavljeno
2025/09/10
Rubrika
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