Understanding Secondary Students’ Epistemic Cognition in Designing STEM Artefacts with a Personalized Multi-Agent System

• In Event: AERA Poster Session Friday 9:45am
  In Poster Session: STEM Education and Computational Learning Innovations

Abstract

The engineering design process is central to STEM instruction, shaping and being shaped by students’ epistemic cognition (EC). Nonetheless, research on secondary students’ EC in STEM contexts is limited, and implementing personalized STEM courses remains challenging. Grounded in the design thinking model of EDIPT (Empathize-Define-Ideate-Prototype-Test), this study developed a Personalized Multi-Agent System, namely EPMAS, to support secondary students’ design process. This qualitative study delved into students’ EC and perceptions of the EPMAS-supported design process. The results showed students’ engagement with epistemic aims, ideals, and reliable processes, highlighting their developed understanding of engineering design. Contrary to concerns about over-reliance on generative AI, students in this study demonstrated high epistemic agency. These findings suggested that the EPMAS was beneficial for schools’ adoption.

Authors

• Lei Gao, The Chinese University of Hong Kong

• Morris Siu-Yung Jong, Chinese University of Hong Kong

• Ching Sing Chai, Chinese University of Hong Kong

• Keru Li, The Chinese University of Hong Kong