The advancement of technology in education has transformed traditional classrooms into virtual learning environments yet concerns persist about how these technologies may inadvertently perpetuate racial stereotypes. Our study employed a 2 × 2 factorial design, with the first factor being the race of participants (Black, White) and the second factor being the gamified environment (stereotyped environment for Black, stereotyped environment for White) to which they were randomly assigned. The dependent variables measured included anxiety levels recorded before and after the main experimental task, performance on an intellectual logic task, and the flow experience. The primary objective of the experiment was to investigate whether racial stereotypes influence the flow experience, anxiety levels, and performance of undergraduate students during a gamified educational intelligence test. Conducted with undergraduate students, the research revealed significant variations in performance and psychological mediators based on race, gender, and university admission method. These findings underscore the importance of considering these factors when designing inclusive educational technologies. This study offers critical insights for integrating racial stereotypes into digital learning environments and emphasizes the need to cultivate learning environments that are equitable and empowering for all students, regardless of their ethnic backgrounds. Additionally, the study identifies limitations such as sample size and the absence of a control condition, and recommends avenues for future research, highlighting the importance of optimal research conditions and more comprehensive experimental designs.