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Informal STEM: learning with robotics and game design in an urban context
Journal article   Peer reviewed

Informal STEM: learning with robotics and game design in an urban context

Kristie J. Newton, Jacqueline Leonard, Alan Buss, Christopher G. Wright and Joy Barnes-Johnson
Journal of research on technology in education, v 52(2)
02 Apr 2020
DOI: https://doi.org/10.1080/15391523.2020.1713263
Featured in Collection :   UN Sustainable Development Goals @ Drexel

Abstract

computational thinking cultural relevance game design robotics Sattitudes self-efficacy
This mixed methods study examined how engagement in robotics and game design influenced students' self-efficacy, STEM attitudes, and computational thinking (CT) skills. Predominantly African-American students engaged in engineering and computer science tasks during informal learning environments. Results revealed students' self-efficacy scores on computer gaming increased significantly. Focus group data supported these findings, revealing that computer programing was challenging, but students enjoyed the tasks, added elements of culture in some cases, and valued the agency the tasks provided. Focal students were also able to make connections to STEM-related careers. Observational data demonstrated that focal students exhibited substantive CT during robotics and moderate CT during game design. Results support the idea that robotics and game design may be used to broaden underrepresented students' participation in STEM.

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14 Record Views
34 citations in Web of Science
50 citations in Scopus

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UN Sustainable Development Goals (SDGs)

This publication has contributed to the advancement of the following goals:

#4 Quality Education

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Collaboration types
Domestic collaboration
Web of Science research areas
Education & Educational Research
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