Addressing Inequitable Learning Gaps Using Agent-based Modeling and the ICAP Framework

• In Event: AERA Roundtable Session Saturday 11:45 am
  In Roundtable Session: SIG 17: Complexity Theories in Education Round Table Session

Abstract

Barriers to active learning opportunities produced by educational inequities such as epistemic injustice for marginalized students deepens learning gaps over time. While theories such as ICAP suggest that higher levels of cognitive engagement enhances learning, the impact of different pedagogies on addressing educational inequities remains understudied. This paper addresses this gap using an agent-based model of the ICAP framework to simulate long-term learning outcomes across varied pedagogical and equity scenarios. After conducting four simulations evaluating the impact of each level of cognitive engagement on learning gaps, the research finds that more cognitively engaging pedagogies prevent learning gaps from further worsening and may slightly close them in some cases, though they fail to completely close them.

Authors

• Zayaan Khan, University of California - Irvine

• Shayan Doroudi, University of California - Irvine