The Impact of Culturally Responsive Game-Based Learning on Minority College Students' Self-Concept, STEM Interest, and STEM Learning Process

• In Event: Making Space for Us: Multicultural Education and Its Impact on Students and Teachers

Abstract

The purpose of this study was to investigate the impact of using culturally responsive game-based learning on minority college students’ self-concept, STEM interest, and STEM learning process. The instruments for data collection included self-concept questionnaire, STEM interest questionnaire, students’ reflections, small-group discussion notes, and hour-long semi-structured personal Zoom video-taped interviews. Twenty minority college engineering students participated in this study. The findings suggest that using culturally responsive game-based learning project in engineering class can help students in developing a positive self-identity and STEM interest. It can also assist students in developing their sense of cultural awareness and acceptance of diverse people and perspectives. However, there is still a challenge to facilitate students to take action to solve global problems.

Author

• Show Mei Lin, Tennessee State University
  Presenting Author