Examining the Effects of a Digital Racial Microaggression Game and During-Learning Processes on Racial Attitudes (Poster 3)

• In Event: Sunday Poster Session 3:05 pm
  In Poster Session: Perspectives on Learning and Development: Exploring Motivations, Cognition, and Contextual Factors

Abstract

Racial bias interventions for higher education STEMM audiences are often limited to in-person group workshops, small samples, and simple survey designs. Using a mixed-method experimental design, we examined how an online, gamified intervention affected racial attitudes and self-regulatory processes. 609 students completed a pre/post survey with nine racial attitude measures, and engaged in a think-emote aloud while being screen recorded playing the game. Path analyses revealed increased confusion about microaggressions, altered perceptions of the racial climate, and changes in allyship intentions. Self-regulatory processes also revealed poor learning and coping strategies that suppressed intervention effects. The study provided a better understanding of how SRL theories apply to the learning and teaching of racialized topics within a digital learning environment.

Authors

• Andrea J. Kunze, Delta State University

• Jennifer G. Cromley, University of Illinois at Urbana-Champaign