Social Wearables: Enhancing Girls' Computational Learning and Motivation

社交可穿戴设备：增强女孩的计算学习和动机

• 批准号: 2005816
• 负责人: Katherine Isbister
• 金额: $ 177.93万
• 依托单位: University of California-Santa Cruz
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-09-01 至 2024-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2005816&HistoricalAwards=false
• 关键词: Social; Wearables; Enhancing; Girls; Computational

This award takes an innovative approach to an ongoing, pervasive, and persistent societal issue: women are still drastically underrepresented in computing careers. This project targets middle school-aged girls because it is a time when many of them lose interest and confidence in pursuing technical education and computing careers. This project will design, develop, and deploy a one-week experience focused on middle school girls that targets this issue with a novel combination of teaching techniques and technology. The project will use wearable computing devices to support girls' social interactions as they learn computing and solve technical challenges together. The goals of the project are to raise interest, perceived competence, and involvement in the computational ability of girls. Additionally, the project aims to increase a sense of computational community for girls that makes pursuing computational skills more relevant to their identities and lives, and that helps continued participation in computing. The project will deploy a one-week experience four times per year with a socioeconomically diverse range of campers. The project will also develop a 'program in a box' kit that can be broadly used by others wishing to deliver a similar experience for girls. The planned research will determine if a one-week experience that uses social wearable construction in the context of live-action role play can use the mediating process of computational community formation to positively impact middle school girls' engagement with and interest in computation. Computational community is defined as girls engaging together in the process of learning computation, trading resources and knowledge, and supporting growth. Research participants will include 100 6th to 9th-grade girls. At least 75% of the participants will be either low income, first-generation college-bound, or underrepresented in higher education. Students will be recruited through the longstanding partnerships with title one schools in the Salinas Valley, the Educational Partnership Center, and in the Pajaro Valley Unified School district, where 82% of the students are Hispanic/Latinx, 42% are English Learners, and 73% are eligible for free or reduced lunch. The research questions are: 1) Does the proposed experience increase girls' self-reported competence, self-efficacy, and interest in computational skills and careers? and 2) Will the proposed experience lead to activity-based evidence of learning and integration of computational skills at the group social level? The project will use a mixed-methods, design-based research approach which is an iterative design process to rapidly collect and analyze data, and regularly discuss the implications for practice with the design team. Data will be collected using observations, interviews, focus groups, surveys, and staff logs. Quantitative data will be analyzed using frequencies, means, and measures of dispersion will be applied to survey data from both time points. Pearson correlation coefficients will be used to describe the bivariate relationship between continuous factors. ANOVAs will assess whether there are significant differences in continuous measures across groups. Qualitative data will be analyzed using a constant comparison method.This award is funded by the Advancing Informal STEM Learning (AISL) program, which seeks to advance new approaches to, and evidence-based understanding of, the design and development of STEM learning in informal environments. This includes providing multiple pathways for broadening access to and engagement in STEM learning experiences.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

该奖项对正在进行的，普遍和持久的社会问题采用了创新的方法：妇女在计算职业中的代表性仍然很大。该项目以中学女孩为目标，因为这是其中许多人对从事技术教育和计算职业失去兴趣和信心。该项目将设计，开发和部署为期一周的经验，专注于中学女孩，以新颖的教学技术和技术组合来针对这个问题。该项目将使用可穿戴计算设备来支持女孩的社交互动，因为她们一起学习计算并解决技术挑战。该项目的目标是提高兴趣，感知能力以及参与女孩的计算能力。此外，该项目旨在增加女孩的计算社区感，以使追求计算技能与其身份和生活更相关，并有助于继续参与计算。该项目每年将在社会经济多样的露营​​者中进行四个星期的体验。该项目还将开发一个“盒子中的程序”套件，该套件可以由其他希望为女孩提供类似体验的人广泛使用。计划的研究将确定在真人角色角色扮演的背景下使用社会可穿戴结构的一周体验是否可以利用计算社区形成的中介过程，从而对中学女生的参与和对计算的兴趣产生积极影响。计算社区被定义为女孩在学习计算，交易资源和知识以及支持增长的过程中共同参与。研究参与者将包括100个6至9年级的女孩。至少有75％的参与者要么是低收入，第一代大学限制或在高等教育中的代表性不足。将通过与萨利纳斯山谷（Salinas Valley），教育合作伙伴中心和Pajaro Valley Unified学区的长期合作伙伴关系招募学生，那里有82％的学生是西班牙裔/拉丁裔，42％是英国学习者，有73％的学生有资格免费或能够提供免费午餐。研究问题是：1）提议的经验是否会增加女孩对计算技能和职业的自我报告的能力，自我效能感和兴趣？ 2）拟议的经验是否会导致基于活动的学习和整合计算技能在小组社会层面的证据？该项目将使用混合方法，基于设计的研究方法，该方法是快速收集和分析数据的迭代设计过程，并定期与设计团队讨论对实践的影响。数据将使用观察，访谈，焦点小组，调查和员工日志收集。定量数据将使用频率，均值分析，并且分散措施将应用于两个时间点的调查数据。皮尔逊相关系数将用于描述连续因素之间的双变量关系。方差分析将评估各组的连续措施是否存在显着差异。定性数据将通过不断的比较方法进行分析。该奖项是由前进的非正式STEM学习（AISL）计划资助的，该计划旨在推进对非正式环境中STEM学习的设计和开发的新方法和基于证据的理解。这包括提供多种途径，以扩大进入STEM学习经验的访问和参与度。该奖项反映了NSF的法定使命，并使用基金会的知识分子优点和更广泛的影响评估标准，被认为值得通过评估来获得支持。

项目成果

Anywear Academy: A Larp-based Camp to Inspire Computational Interest in Middle School Girls

Anywear Academy：基于 Larp 的训练营，旨在激发中学生的计算兴趣

• DOI: 10.1145/3532106.3533532
• 发表时间: 2022
• 期刊: DIS '22: Designing Interactive Systems Conference
• 作者: Fey, James;Dagan, Ella;Márquez Segura, Elena;Isbister, Katherine
• 通讯作者: Isbister, Katherine

Towards Better Understanding Maker Ecosystems

更好地理解创客生态系统

• DOI: 10.1145/3466725.3466760
• 发表时间: 2021
• 期刊: Design and Making in Education
• 作者: Fey, James;Isbister, Katherine
• 通讯作者: Isbister, Katherine