A Chatbot Tutor Can Lessen the Gender Confidence Gap in Information Systems Learning

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dc.contributor.authorLeavitt, Cherileigh
dc.contributor.authorCorbin, Madison
dc.contributor.authorKeith, Mark
dc.contributor.authorSchuetzler, Ryan
dc.contributor.authorAnderson, Greg
dc.contributor.authorKettles, Degan
dc.date.accessioned2021-12-24T17:25:21Z
dc.date.available2021-12-24T17:25:21Z
dc.date.issued2022-01-04
dc.description.abstractWomen are underrepresented in the information systems discipline as well as other STEM fields. A common explanation for the significant gender gap is the difference in women’s and men’s self-efficacy concerning information systems (IS) tasks and roles during their secondary education. As a potential solution, this study explores how chatbot tutors impact confidence differently between 136 women and men in an introductory programming course. Our findings confirmed prior research showing that while men have greater confidence in information systems tasks, there is no difference in performance in those tasks between women and men. Next, we found that a chatbot used during learning can improve confidence of all students. Finally, and most importantly, we found that the effect of a chatbot tutor is stronger for women than for men. Therefore, chatbot may be a valid tool to lessen the gender gap in the information systems discipline.
dc.format.extent10 pages
dc.identifier.doi10.24251/HICSS.2022.124
dc.identifier.isbn978-0-9981331-5-7
dc.identifier.urihttp://hdl.handle.net/10125/79455
dc.language.isoeng
dc.relation.ispartofProceedings of the 55th Hawaii International Conference on System Sciences
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectIndustry, Quality, and Social Issues (IQSI)
dc.subjectchatbot
dc.subjectcourse
dc.subjectgender gap
dc.subjectself-efficacy
dc.subjectstudent
dc.titleA Chatbot Tutor Can Lessen the Gender Confidence Gap in Information Systems Learning
dc.type.dcmitext

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