Abstract
Studies in the literature reported several positive benefits provided by the use of technology in online education, especially in the gamified tutoring system. However, despite the benefits of intelligent tutoring systems, recent studies indicate the presence of a gender gap not considered in the construction of the attributes present in the gamified tutoring system. To investigate this impact by observing users' behavioral changes in gamified online educational environments, the present study aims to investigate the effects of the stereotype threats using a quantitative experiment with a Factorial Design in three gamified environments (stereotypical male version, stereotypical female version and control environment). Was conducted an experiment with 150 individuals (high school and undergraduate students) without considering age, ethnicity, or social class. The results show that the participants allocated to the male learning environment present an increase in aggressiveness level. Furthermore, the results also show the stereotypical male and female learning environments increased the participants' performance level. Another finding was that the threatening condition provided a significant increase in the participants' flow level among males subjected to a threatening condition, which did not manifest in the case of females. In addition, this study also observed the effect of the stereotype threat on men and women in the threatening condition by division in the 34-year age group, resulting in a significant increase in the level of flow among men. This study showed previous results show that the gamified environment influences psychological variables as aggressiveness, intellectual performance, and flow level, they raise questions about the direction of these changes and the impact they may have on users' usability and performance in these systems.