Publication Details
Play and Resistance: Intersecting Identities and Implicit Biases in Gamified Educational Tools
PASSMORE, C.
gamification, educational
tools, intersectionality, representation, norms, biases, narrative
As Human-Computer Interaction (HCI) researchers, we can create digital tools
which facilitate growth, liberate, and heal, or create tools for trauma,
discrimination, and increasing social power divides. Thus, it is extremely
important to follow intersectionally grounded, qualitatively sound approaches
with a diversity of participants situated across different axes of oppression,
not only to improve the effectiveness of our explicit interfaces, but also to
change the implicit messages and power structures we encode in them. The outcome
of this paper, which represents a middle step between several larger studies, is
twofold: a definition of the research methodology used to more accurately study
bias in gamification in education, and outreach to potential study participants
for the followup study. From current literature on the effects of
(mis)representation, inaccessible and harmful designs, and oppressive
technologies in HCI, we see that a crucial step in HCI research around gamified
education tools is missing: the experiences, stories, and design input of
marginalised students.
@inproceedings{BUT185164,
author="PASTUSHENKO, O. and PASSMORE, C.",
title="Play and Resistance: Intersecting Identities and Implicit Biases in Gamified Educational Tools",
booktitle="Extended Abstracts of the 2023 CHI Conference on Human Factors in Computing Systems",
year="2023",
pages="1--7",
publisher="Association for Computing Machinery",
address="Hamburg",
doi="10.1145/3544549.3585792",
isbn="978-1-4503-9422-2",
url="https://dl.acm.org/doi/10.1145/3544549.3585792"
}