NeuroVivid: Developing and Testing a Maker Experience to Build Interest in Careers in Brain-Computer Interfaces Among Neurodivergent Youth

神经分化青年，包括那些患有自闭症和注意缺陷多动障碍的人，拥有作为STEM创新核心机制基础的认知资产。然而，神经分化青年往往没有机会进入学习环境，在这种环境中，他们可以反思自己的认知优势，并确定自己能为未来的STEM劳动力和社会提供关键技能和宝贵贡献。为了增加对这种学习环境的访问，该项目将为创客空间开发和测试一套材料，包括课程和促进者指南，称为NeuroVivid。NeuroVivid将为神经多样性的年轻人提供使用低成本和广泛可用的材料构建简单脑电图（EEG）耳机的机会；查看和解释与他们的大脑活动有关的数据；并以有趣的方式与这些数据互动。例如，年轻人可以使用传感器数据来播放音乐、控制机器人或操作简单的机器。在这种背景下，神经分化青年将学习神经科学，重点是神经可塑性和认知资产。NeuroVivid将与创客空间促进者以及大约85名种族、民族、社会经济多元化和神经分化的青少年（10至14岁）反复共同开发和测试。研究将探讨哪些设计元素对脑机接口（BCI）学习材料至关重要，以提高神经分化青少年对STEM的兴趣，特别是他们对BCI职业的兴趣。这项实证研究以及NeuroVivid材料将通过创客空间网络以及教育研究场所广泛传播。该项目由“面向学生和教师的创新技术体验”（ITEST）项目资助，该项目支持有助于提高学生对科学、技术、工程和数学（STEM）以及信息和通信技术（ICT）职业的知识和兴趣的实践、项目要素、背景和过程的理解。该项目将产生一套名为NeuroVivid的创客课程和材料，旨在通过突出神经分化青年的认知资产来对抗认知差异的缺陷模型。在与项目团队和创客空间促进者合作的过程中，如果青年在以下四项与执行功能相关的任务中得分最低，他们将被选中共同开发和使用这些材料：n-back任务（与工作记忆相关）；侧卫任务（与视觉注意相关）；去/不去任务（与抑制控制相关）；以及卡片分类任务（与认知灵活性有关）。研究团队将使用混合方法研究来确定对BCI学习材料至关重要的设计元素，这些材料可以在神经发散型学习者中培养对STEM的兴趣。本研究还将探讨种族/民族，性别和神经分化的交叉点如何影响本课程背景下STEM兴趣和身份的发展。为了实现这些研究目的，神经多样性项目团队将生成数据源，例如来自参加NeuroVivid的种族和民族多样化青年的访谈和焦点小组的记录。测量STEM兴趣和身份的前后调查也将提供NeuroVivid在神经分化青少年中的有效性的指标。NeuroVivid将通过数字平台和创客空间人员使用或参加的会议广泛传播。最终，该项目将通过产生关于这些空间如何更明确地肯定更广泛的认知优势的知识来推进创客空间的实践，同时增加神经分化青年对未来STEM职业的兴趣。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

Neurodivergent youth, including those with autism and attention deficit hyperactivity disorder, possess cognitive assets that underlie core mechanisms for STEM innovation. However, neurodivergent youth often do not have access to learning environments in which they can reflect on their cognitive strengths and identify them as offering critical skills and valuable contributions to the future STEM workforce and to society. To increase access to this type of learning environment, this project will develop and test a suite of materials for makerspaces, including curricula and facilitator guides, called NeuroVivid. NeuroVivid will provide neurodiverse youth with opportunities to build simple electroencephalogram (EEG) headsets using low-cost and widely available materials; to view and interpret data related to their brain activity; and to interact with these data in playful ways. As examples, youth can use sensor data to play music, control robots, or operate simple machines. Within this context, neurodivergent youth will learn about neuroscience with a focus on neuroplasticity and cognitive assets. NeuroVivid will be iteratively co-developed and tested with makerspace facilitators and with approximately 85 racially, ethnically, and socioeconomically diverse and neurodivergent youth (age 10 to 14). Research will explore which design elements are essential for brain-computer interface (BCI) learning materials that enhance neurodivergent youths’ interest in STEM, with a particular focus on their interest in BCI careers. This empirical research, as well as the NeuroVivid materials, will be disseminated widely through makerspace networks as well as through educational research venues. This project is funded by the Innovative Technology Experiences for Students and Teachers (ITEST) program, which supports projects that build understandings of practices, program elements, contexts and processes contributing to increasing students' knowledge and interest in science, technology, engineering, and mathematics (STEM) and information and communication technology (ICT) careers.This project will result in a suite of maker curricula and materials, titled NeuroVivid, intended to counter deficit models of cognitive differences through highlighting the cognitive assets of neurodivergent youth. Youth will be selected to co-develop and use these materials, as they work collaboratively with the project team and with makerspace facilitators, if they score in the bottom quartile on an amalgamation of the following four tasks related to executive functioning: n-back task (associated with working memory); flanker task (associated with visual attention); go/no-go task (associated with inhibition control); and a card sort task (associated with cognitive flexibility). The research team will use mixed methods research to identify the design elements that are essential to BCI learning materials that build interest in STEM among neurodivergent learners. This research will also explore how intersections of race/ethnicity, gender, and neurodivergence affect the development of interests and identities in STEM in the context of this curriculum. To achieve these research purposes, a neurodiverse project team will generate data sources such as transcripts from interviews and focus groups from racially and ethnically diverse youth who participate in NeuroVivid. Pre- and post-surveys that measure STEM interests and identities will also provide indicators as to NeuroVivid’s effectiveness among neurodivergent youth. NeuroVivid will be disseminated widely through digital platforms and conferences used or attended by makerspace personnel. Ultimately, this project will advance practice in makerspaces through generating knowledge about how these spaces can more explicitly affirm a broader range of cognitive strengths, while increasing neurodivergent youths’ interest in STEM careers of the future.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.