Using Mobile Application Development and 3-D Modeling to Encourage Minority Male Interest in Computing and Engineering

Ladeji-Osias, Jumoke; Partlow, LaDawn E.; Dillon, Edward

doi:10.1109/te.2018.2826466

Cited by 6 publications

(5 citation statements)

References 14 publications

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“…Third, students in all three groups developed more positive interest and identity toward STEM, and students in the mentorship group particularly developed much stronger interest and identity than the other two groups that did not involve mentors (H3, H4, and H5). These results are supported by studies that suggest that engaging role models or mentors in STEM learning can better cultivate students' STEM interest and identity (Honey et al, 2014;Pinkard et al, 2017;Ladeji-Osias et al, 2018;Musavi et al, 2018;Huvard et al, 2020). These findings also imply that positive interest and identity toward STEM are developed in a social context (Renninger and Hidi, 2011;Goos and Bennison, 2019).…”

Section: Discussionsupporting

confidence: 54%

“…Studies have suggested that the mentoring approach can better develop students’ STEM identity. For example, Ladeji-Osias et al (2018) and Musavi et al (2018) revealed under-represented minority students developed a stronger STEM identity and a stronger desire to pursue STEM careers in a mentorship program; Pinkard et al (2017) found that middle school female student-mentees developed a stronger interest and identity toward STEM. In summary, adding mentoring to maker pedagogy would lead to the development of stronger STEM interest and identity.…”

Section: Literature Reviewmentioning

confidence: 99%

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Applying Relatedness to Explain Learning Outcomes of STEM Maker Activities

2022

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A growing interest has been observed among K-12 school educators to incorporate maker pedagogy into science, technology, engineering, and mathematics (STEM) education to engage students in the design and making process. Both cognitive engagement and emotional engagement of students can be promoted through satisfying the psychological need of relatedness that concerns a sense of connection and belonging. How to support relatedness would influence the effective development of students’ cognitive competencies, namely creativity and critical thinking, and non-cognitive characteristics, namely interest and identity. Therefore, the present study investigated how two relatedness support strategies—real-world problems (RWP) and mentoring influence the development of student’s STEM-related cognitive competencies and non-cognitive characteristics in STEM marker activities. We implemented a 7-week intervention study with three classes of Grade 9 students (aged 13–15 years) in Hong Kong (n = 95). Three intervention conditions were designed in the experiment, comprising textbook problem (TBP), RWP, and RWP with mentoring (RWPM). Our analysis showed that (i) the differences in creativity among the three groups were non-significant, (ii) the RWP and RWPM groups showed stronger critical thinking than the TBP group, and (iii) the RWPM group exhibited stronger STEM interest and identity than the other two groups. This study revealed the effectiveness of adopting RWP strategy in developing secondary students’ perceived cognitive competencies (e.g., creativity and critical thinking) and the feasibility of employing a mentoring mechanism for cultivating learners’ perceived non-cognitive characteristics (e.g., STEM identity and interest). Hence, we also offered practical suggestions for teachers.

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Section: Discussionsupporting

confidence: 54%

Section: Literature Reviewmentioning

confidence: 99%

Applying Relatedness to Explain Learning Outcomes of STEM Maker Activities

2022

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“…The findings in this study are generally consistent with previous works. After approximately 2 years' education, students showed positive attitudes toward, and more intense interest in Mobile Application Development and 3-D Modeling-assisted learning [14]. It was also reported that the mobile app-assisted pedagogical approach increased student retention rates and improved student academic achievements, and the use of the mobile app was positively correlated with their academic achievements [23].…”

Section: Discussionmentioning

confidence: 93%

“…Mobile applications might lead to positive learning outcomes. Mobile applicationassisted learning facilitated knowledge retention rate [23], enhanced student learning interest, cultivated student positive attitudes toward the mobile app-assisted instruction [26,36,37], and improved student academic achievements [14]. The Superstar Learning System, as a mobile learning application, might play a positive role in improving mobile learning outcomes.…”

Section: Effects Of the Superstar Learning System In Educationmentioning

confidence: 99%

The effects of the superstar learning system on learning interest, attitudes, and academic achievements

2022

Multimed Tools Appl

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The COVID-19 pandemic has contributed to the production of a mobile learning app-the Superstar Learning System. Designed by Superstar Company, the Superstar Learning System is a mobile application for curriculum learning assisted with PPTs, knowledge dissemination, and management sharing based on micro-service architecture. To identify the effects of the Superstar Learning System, we randomly selected 71 tertiary students to participate in the study. The data were obtained through three research instruments: a scale to measure learning interest, a scale to measure learning attitudes, and a scale to measure academic achievements. Based on the analysis of a Mann-Whitney U test, it was concluded that the Superstar Learning System could: (1) enhance significantly more learning interest than the multimedia projecting system, (2) cultivate significantly more positive attitudes of students than the multimedia projecting system, and (3) lead to significantly better academic achievements than the multimedia projecting system. In the future, interdisciplinary cooperation, involving statistics, computer sciences, education, linguistics, and related disciplines, is necessary to arrive at solid conclusions.

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“…Furthermore, involving undergraduate engineering students as instructors in the program provided a valuable mentorship opportunity to the middle school students. Research has shown the importance of student role-modeling and mentorship, especially towards ethnically minority groups [8,14]. Also, the involvement of undergraduate students as instructors served a second purpose of building an "immediate" cohort of future manufacturing workers.…”

Section: Discussionmentioning

confidence: 99%

Preparing the Next Generation Advanced Manufacturing Workforce Using Collaborative Robots and Experiential Learning (Work in Progress)

Mbanisi,

Shah,

Somasse

et al.

2021 ASEE Virtual Annual Conference Content Access Proceedings

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Kenechukwu C. Mbanisi received the B.Eng. degree in electrical and electronic engineering from Covenant University, Nigeria, in 2013, and the M.S. degree in robotics engineering from Worcester Polytechnic Institute (WPI), MA, USA in 2018. He is currently working towards the Ph.D. degree in robotics engineering from WPI, USA. His research interests include shared autonomy, haptic feedback, human motion modeling, assistive navigation systems, and driver-vehicle interaction.

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Using Mobile Application Development and 3-D Modeling to Encourage Minority Male Interest in Computing and Engineering

Cited by 6 publications

References 14 publications

Applying Relatedness to Explain Learning Outcomes of STEM Maker Activities

Applying Relatedness to Explain Learning Outcomes of STEM Maker Activities

The effects of the superstar learning system on learning interest, attitudes, and academic achievements

Preparing the Next Generation Advanced Manufacturing Workforce Using Collaborative Robots and Experiential Learning (Work in Progress)

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