Alternate Reality Games as an Informal Learning Tool for Generating STEM Engagement among Underrepresented Youth: a Qualitative Evaluation of the Source
Alternate Reality Games as an Informal Learning Tool for Generating STEM Engagement among Underrepresented Youth: a Qualitative Evaluation of the Source
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替代现实游戏作为一种非正式学习工具，促进代表性不足的年轻人参与 STEM：对来源的定性评估
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
A. Bouris
中科院分区：
文献类型：
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作者：
M. Gilliam;Patrick Jagoda;C. Fabiyi;P. Lyman;Claire Wilson;B. Hill;A. Bouris
该项目开发并研究了 The Source，这是一款替代现实游戏 (ARG)，旨在培养 STEM 领域代表性不足的青少年对科学、技术、工程和数学 (STEM) 的兴趣和知识。 ARG 是一种多人游戏，让参与者通过多种媒体（例如共享网站、社交媒体、个人通信和现实世界环境）来完成活动并与团队成员协作。 The Source 是一个为期五周的夏季项目，有 144 名来自芝加哥、年龄在 13 至 18 岁之间的参与者参加。该来源纳入了来自三个框架的六个社会背景因素：Chang（ERIC Digest，2002）关于让代表性不足的人群参与 STEM 职业的建议、Lave 和 Wenger（剑桥大学出版社，1991）的情境学习模型以及 Barron（人类发展，49（4）；193-224，2006）学习生态学观点。这些因素与该计划的目标相一致，即促进 (1) 社会社区和同伴支持，(2) 协作和团队合作，(3) 现实世界的相关性和研究性学习，(4) 指导和接触 STEM 专业人士，(5) 培养可转移技能的实践活动，以及 (6) 与技术的互动。本文介绍了 10 个焦点小组以及对完成游戏的 144 名青少年参与者中的一部分进行的 10 次个人访谈的结果。它描述了如何通过源头实现这六个因素，并将它们用作考虑源头如何在教学上发挥作用的镜头。定性研究结果描述了年轻人对 The Source 对 STEM 兴趣、参与度和身份形成的潜在影响的看法。尽管存在局限性，但研究结果表明，代表性不足的年轻人可以参与沉浸式、叙事和基于游戏的体验，作为激发和发展 STEM 兴趣和技能的潜在机制，特别是在代表性不足的年轻人中。
This project developed and studied The Source, an alternate reality game (ARG) designed to foster interest and knowledge related to science, technology, engineering, and math (STEM) among youth from populations underrepresented in STEM fields. ARGs are multiplayer games that engage participants across several media such as shared websites, social media, personal communications, and real-world settings to complete activities and collaborate with team members. The Source was a five-week summer program with 144 participants from Chicago aged 13 to 18 years. The Source incorporated six socio-contextual factors derived from three frameworks: Chang’s (ERIC Digest, 2002) recommendations for engaging underrepresented populations in STEM careers, Lave and Wenger’s (Cambridge University Press, 1991) situated learning model, and Barron’s (Human Development, 49(4); 193-224, 2006) learning ecology perspective. These factors aligned with the program’s aims of promoting (1) social community and peer support, (2) collaboration and teamwork, (3) real-world relevance and investigative learning, (4) mentoring and exposure to STEM professionals, (5) hands-on activities to foster transferable skill building, and (6) interface with technology. This paper presents results from 10 focus groups and 10 individual interviews conducted with a subset of the 144 youth participants who completed the game. It describes how these six factors were realized through The Source and uses them as a lens for considering how The Source functioned pedagogically. Qualitative findings describe youth’s perception of The Source’s potential influence on STEM interest, engagement, and identity formation. Despite limitations, study results indicate that underrepresented youth can engage in an immersive, narrative, and game-based experience as a potential mechanism for piquing and developing STEM interest and skills, particularly among underrepresented youth.