Keywords
chatbot tutors, programming self-efficacy, gender gap reduction
Abstract
Women 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.
Original Publication Citation
C. Leavitt, M. Corbin, M. Keith, R. Schuetzler, G. Anderson, D. Kettles. (2022). A Chatbot Tutor Can Lessen the Gender Confidence Gap in Information Systems Learning, Proceedings of the Hawaiian International Conference on Systems Sciences (HICSS)
BYU ScholarsArchive Citation
Leavitt, Cherileigh; Corbin, Madison; Keith, Mark; Schuetzler, Ryan; Kettles, Degan J.; and Anderson, Greg, "A Chatbot Tutor Can Lessen the Gender Confidence Gap in Information Systems Learning" (2022). Faculty Publications. 9344.
https://scholarsarchive.byu.edu/facpub/9344
Document Type
Conference Paper
Publication Date
2022
Publisher
Proceedings of the Hawaiian International Conference on Systems Sciences
Language
English
College
Marriott School of Business
Department
Information Systems Management
Copyright Use Information
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