Science Engagement and Knowledge Application of Middle School Students With Learning Disabilities Through Student-Created Serious Educational Games

• In Event: 18.072 - Roundtable Session 6
  In Roundtable Session: 18.072-7 - Investigating and Supporting Science Engagement

Abstract

An exploratory case study design was employed to investigate how middle school students with learning disabilities (LD) self-regulate their engagement (behavior, cognition, motivation) during a complex project and the impact on science learning. Thirteen middle school students with LD received instruction on renewable energy sources prior to creating their own Serious Educational Game (SEG). Findings showed that students with LD were able to apply some learned science concepts within their SEGs. Students most frequently displayed evidence of behavioral engagement in self-regulation. There was also mixed evidence of motivational engagement; however, evidence of cognitive engagement was minimal. Students self-reported increased confidence and interest in pursuit of STEM careers upon completion of the project. Implications for research and practice will be discussed.

Authors

• Sheri Berkeley, George Mason University

• Aubrey Whitehead, George Mason University

• Anna Menditto, George Mason University

• Leigh Ann Kurz, George Mason University

• Len Annetta, George Mason University

• Jennifer Mischel, George Mason University