Unveiling Interpersonal Stereotypes in Hackathons through a Game-Theoretic Framework

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Potential Abstract:
In the fast-paced world of technology, hackathons have become a prominent platform for innovative problem-solving and collaboration. However, despite their potential for fostering creativity and diversity, hackathons can also perpetuate interpersonal stereotypes that hinder the inclusivity and success of participants. This research explores the dynamics of interpersonal stereotypes in hackathons through a novel game-theoretic framework. Drawing on insights from both artificial intelligence and educational psychology, we analyze the ways in which stereotypes manifest in these competitive settings and the impact they have on individual and team performance. By applying game theory principles to this context, we aim to shed light on the underlying mechanisms that perpetuate stereotypes and offer strategies for promoting equity and inclusion in hackathon environments. Through a series of case studies and data-driven analyses, we examine how different types of stereotypes influence team dynamics, decision-making processes, and overall outcomes in hackathons. Our findings highlight the complex interplay between interpersonal biases and competition, providing valuable insights for organizers, participants, and educators seeking to create more equitable and empowering learning environments. By reframing hackathons within a game-theoretic lens, this research contributes to a deeper understanding of the social dynamics at play in these high-pressure settings and offers practical recommendations for fostering diversity and inclusion in tech-driven educational spaces.

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