The Effectiveness of e-Textiles Technologies to Promote STEM Learning and Attitudes

• In Event: 56.026 - Leveraging Technology-Based Learning Environments for Positive Outcomes Among Underrepresented Minority Groups in STEM Education

Abstract

Purpose: Given their integration of engineering, computing, and fashion, wearable technologies promise to be an excellent interdisciplinary learning environment to support student STEM knowledge and interest. The technology can provide an ideal hands-on learning space because it is both exciting and personally relevant, especially for females. This paper presents results from an NSF ITEST project that leverages wearable technologies to support grade 4 – 8 students’ knowledge of engineering design, circuitry and programming, as well as positive attitudes and motivation toward STEM. It also explores the effectiveness of informal-formal learning models in achieving these student outcomes.

Theoretical Framework: Using wearable textiles in education is situated in the constructivism theory of learning (Piaget, 1972) and Papert’s constructionist extension that learning is most effective when part of the activity involves constructing a meaningful product (Papert, 1993). These theories purport that youths’ new knowledge is actively constructed from the world around them through experiential practice to integrate new knowledge and to arrive at deeper understandings. The project also utilizes a problem-based learning approach that allows students to explore and solve instructional problems and to develop interdisciplinary thinking (Hmelo-Silver, 2004; Hmelo, Gotterer, & Bransford, 1997).

Methods: The study used a quasi-experimental design with two groups (treatment – control), each with pretests and posttests. The treatment group received the e-textiles instruction as the intervention, and results were compared to a matched group who received typical school-day science instruction or participated in STEM after-school clubs. Instruments were based on ones developed and validated within a previous NSF ITEST project (Nugent et al., 2015) but were revised to reflect the wearable technologies content emphasis.

Results: The student sample was composed of 50% females, with 31% underrepresented (primarily Latino and African-American). The treatment group had a higher gain in knowledge (programming, circuitry and engineering design) than did the control group (Figure 1, F(1,545 = 31.49, p < .0001). Treatment students also had a greater gain in self-efficacy (Figure 2, F (1, 541) = 11.29, p < .001), but not in interest (F(1,544) = 1.46, p = .23).

In examining the types of formal-informal learning models that emerged from the project, we found that bridged formal-informal environments (e.g. formal teacher in informal setting, formal teacher in both settings, teams of formal/informal teachers) represented 53% of the sample. Exploratory analyses showed significant knowledge pre-post increases for all environments (Figure 3) except the informal educator teaching in an informal environment.

Study Significance: Results provide evidence supporting the effectiveness of an e-textile technology-based learning environments to a) attract females and underrepresented youth to STEM experiences and b) increase student STEM knowledge and self-efficacy. The study also provides systematic evidence of the value of having a certified teacher involved in the instruction, as well as capitalizing on the unique characteristics of formal-informal learning environments. Providing a congruent and articulated technology experience from classroom to out-of-school time has the potential to increase learning and to perhaps help to reverse the trend of declining STEM attitudes at late elementary school ages.

Authors

• Gwen Nugent, University of Nebraska - Lincoln

• Neal Grandgenett, University of Nebraska - Omaha

• Bradley S. Barker, University of Nebraska - Lincoln