Pathways to Equity in Engineering and Computer Science: Fostering STEM in Rural Learning Environments
by Jacqueline Leonard, Alan Buss, Andrea Burrows, & Adrienne Unertl
Abstract. This paper highlights third-year findings of a study focused on using robotics/game design to broaden and equalize rural students’ opportunities to learn STEM. Supported by a NSF Innovative Technology Experiences for Students and Teachers (ITEST) grant, students assembled, programmed, and tested LEGO® robots and developed computer games using AgentSheets and AgentCubes software from the Scalable Game Design project. In fall 2015 and spring 2016, 152 middle school students participated via in-school classes and/or afterschool clubs. Data were collected on students’ spatial visualization skills and interests in and attitudes toward using robotics and gaming. Results show that students had positive attitudes toward computer science, and preferred game design over robotics. There was a statistically significant difference in students’ spatial visualization skills.
Abstract. This paper highlights third-year findings of a study focused on using robotics/game design to broaden and equalize rural students’ opportunities to learn STEM. Supported by a NSF Innovative Technology Experiences for Students and Teachers (ITEST) grant, students assembled, programmed, and tested LEGO® robots and developed computer games using AgentSheets and AgentCubes software from the Scalable Game Design project. In fall 2015 and spring 2016, 152 middle school students participated via in-school classes and/or afterschool clubs. Data were collected on students’ spatial visualization skills and interests in and attitudes toward using robotics and gaming. Results show that students had positive attitudes toward computer science, and preferred game design over robotics. There was a statistically significant difference in students’ spatial visualization skills.
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