Performance, Self-Efficacy, and Socioeconomic Status: The Implementation of an Immersive Virtual Environment–Based Science Assessment in Diverse School Environments

• In Event: 33.080 - Poster Session 6
  In Poster Session: 33.080-2 - Learning Science Through Games, Simulations, and Technologies in Diverse Environments

Abstract

School socioeconomic status (SES) is strongly associated with student achievement, with low school SES correlating to low achievement. Low achievement negatively impacts student self-efficacy beliefs, which are a predictor of future academic success. Therefore, it is important to find a way to provide positive experiences for all students in order to reverse the SES relationship. Within science education, immersive virtual environments (IVEs) are a promising tool, providing students with mastery experiences, which in turn can positively impact their science self-efficacy beliefs. In this study, a cross case analysis of the impact of SAVE Science, an NSF-funded project designed to assess middle school science content and inquiry through IVE-based modules, was conducted in two diverse middle schools to investigate this hypothesis.

Authors

• Ashley Coon, University of Maryland

• Diane Jass Ketelhut, University of Maryland - College Park

• Kelly Mills, University of Maryland - College Park

• Uma Natarajan, Education Development Center, Inc.

• Xiaoyang Gong, University of Maryland - College Park

• Brian C. Nelson, Arizona State University