Paper Type
Complete
Paper Number
1781
Description
In our study, we delve into gender disparities within online computer science courses, focusing on the impact of stereotypes on learners. Our focus is narrowed to gender disparities within online computer science courses, where we investigate the impact of gender stereotypes on learners' choices and performance. Drawing on Stereotype Threat Theory, we pinpoint psychological barriers hindering inclusivity and propose conversational agents as a design intervention to address these challenges. Our conversational agent prototype, developed and evaluated with a seventh-grade class, aims to dismantle gender stereotypes, to motivate girls to pursue computer science, and contribute to broader societal goals of gender equality in the IT field. Utilizing a design science approach, our findings provide actionable insights for platform providers to engage underrepresented users. In addition, our research contributes valuable design knowledge for conversational agents, specifically tailored to support girls in computer science education
Recommended Citation
Stattkus, Daniel; Göritz, Lorena; Illgen, Katharina-Maria; Beinke, Jan Heinrich; and Thomas, Oliver, "A Blueprint for Breaking Stereotypes: Design Principles for Conversational Agents to Empower Girls in Computer Science Education" (2024). PACIS 2024 Proceedings. 2.
https://aisel.aisnet.org/pacis2024/track18_sustain/track18_sustain/2
A Blueprint for Breaking Stereotypes: Design Principles for Conversational Agents to Empower Girls in Computer Science Education
In our study, we delve into gender disparities within online computer science courses, focusing on the impact of stereotypes on learners. Our focus is narrowed to gender disparities within online computer science courses, where we investigate the impact of gender stereotypes on learners' choices and performance. Drawing on Stereotype Threat Theory, we pinpoint psychological barriers hindering inclusivity and propose conversational agents as a design intervention to address these challenges. Our conversational agent prototype, developed and evaluated with a seventh-grade class, aims to dismantle gender stereotypes, to motivate girls to pursue computer science, and contribute to broader societal goals of gender equality in the IT field. Utilizing a design science approach, our findings provide actionable insights for platform providers to engage underrepresented users. In addition, our research contributes valuable design knowledge for conversational agents, specifically tailored to support girls in computer science education
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