Location

Walsh A

Proposal Track

Research Project

Session Format

Presentation

Abstract

AMAYS is a design-based research project involving the creation, implementation, and evaluation of an informal learning environment (ILE) that combines elements of culturally relevant pedagogy, informal STEM learning, and gamified learning design. The target population is traditionally underserved middle school students in the greater Atlanta area. A pre-pilot study testing of the AMAYS intervention with a sample target population was completed this summer. Data sources consisted of field notes and open-ended interviews. The researchers used grounded theory in order to allow the data to lead us towards any conclusions. Data were analyzed at first with open coding and then with thematic data analysis as themes emerged. These themes provided insight into the research questions: What factors during the AMAYS program affected student motivation? What features of AMAYS contributed to or detracted from student motivation?Findings uncovered environmental, pedagogical, and design features of the AMAYS ILE, as well as issues with student comprehension of materials and prior knowledge that may have affected student motivation and resulted in student attrition. Our findings have implications for the iterative design and future implementations of AMAYS, as well as for teachers and instructional designers working on related projects in similar contexts.

Keywords

STEM education, culturally relevant education, 21st century skills, design-based research

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Oct 7th, 1:45 PM Oct 7th, 3:00 PM

Urban Students' Motivation in a STEM-Related Afterschool Program

Walsh A

AMAYS is a design-based research project involving the creation, implementation, and evaluation of an informal learning environment (ILE) that combines elements of culturally relevant pedagogy, informal STEM learning, and gamified learning design. The target population is traditionally underserved middle school students in the greater Atlanta area. A pre-pilot study testing of the AMAYS intervention with a sample target population was completed this summer. Data sources consisted of field notes and open-ended interviews. The researchers used grounded theory in order to allow the data to lead us towards any conclusions. Data were analyzed at first with open coding and then with thematic data analysis as themes emerged. These themes provided insight into the research questions: What factors during the AMAYS program affected student motivation? What features of AMAYS contributed to or detracted from student motivation?Findings uncovered environmental, pedagogical, and design features of the AMAYS ILE, as well as issues with student comprehension of materials and prior knowledge that may have affected student motivation and resulted in student attrition. Our findings have implications for the iterative design and future implementations of AMAYS, as well as for teachers and instructional designers working on related projects in similar contexts.