Designing Accessible Tech-Centered Instruction for an Urban After-School Program

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

Abstract

Purpose: This is a report on a design-based research project aimed at exposing economically disadvantaged and underrepresented middle school students to digital literacy skills required for advancement in the STEM pipeline. In this report, our primary aim is to describe features of the technology-based learning environment, dubbed Acquainting Metro-Atlanta Youth with STEM-Informal Learning Environment (AMAYS-ILE), as they relate to students’ motivation and retention in a semester-long program.

Theoretical Framework: The AMAYS-ILE is part of a larger design-based project in which middle school students enrolled in an urban after school program participate with a group of peers on team-based, hands-on information and communication technology activities. The work is iterative and driven by its potential for practical classroom applications (Anderson & Shattock, 2012; Barab & Squire, 2009; Nathan & Alibi, 2010). Within the broader project, the AMAYS-ILE has been designed to incorporate elements of gameful design and culturally-relevant learning (Aronson & Laughter, 2016; Dichev, Dicheva, Angelova, & Agre, 2015). Elements such as experience coins and skill-based badges are incorporated to engage students and foster motivation.

Methods: We have completed an alpha and beta test of the AMAYS-ILE with middle students at two school sites during 6, 1.5 hour sessions. We will conduct a larger pilot test of the AMAYS-ILE from August to December 2016 with 50 middle school students from a single school site. Students will choose to enroll in the intervention group or some other non AMAYS-ILE activity (comparison group). Participation will be capped at 25 students per group and will take place 2-3 times per week for 12 weeks in 1.5 hour sessions.

Data Sources: Data collected during the alpha and beta tests include observations and interviews. During the pilot test, we will collect the following data throughout the twelve-week period: observations, student and teacher interviews, and student artifacts, including time on task, log in patterns, badges received, and quiz performance. We also will collect pre- and posttest assessments of students’ STEM and ICT affinity as well as their problem solving in technology-rich environment abilities.

Results: Student motivation and retention were challenges during the alpha test. Participant observer field notes and teacher interviews corroborated that technical issues and students’ limited prior knowledge impacted student motivation negatively. We added gameful elements to the AMAYS-ILE during beta testing. Students were awarded experience coins, certificates with skill-based badges, and had access to a digital leader board. According to student interviews and observations, these elements were highly motivational and gave students a sense of achievement and confidence. The pilot test data will provide more fine-grained qualitative and quantitative evidence of the relation between AMAYS-ILE elements and student motivation. For instance, we expect to see a positive relation between the extrinsic rewards a student receives and his engagement and attendance.

Scholarly Significance: Findings are informative for future curriculum development, design, and research targeting improved and equitable access to tech-centered instruction in education settings. We expect our findings to be particularly useful for addressing issues with retention in STEM focused programs with students from typically underrepresented populations.

Authors

• Maggie Renken, Georgia State University

• Jonathan Cohen, Georgia State University

• Brendan D. Calandra, Georgia State University

• Tugba Ayer, Georgia State University