MCA: Support Engaging and Inclusive STEM Education with Extended Reality (SEISE-XR)

该项目旨在通过利用创新的延展实境（XR）技术改造西班牙裔服务机构（HSI）的STEM教育，为国家利益服务。 XR可以增强主动学习，提高学生参与度，并改善STEM科目的学习成果，特别是在本科环境中，特别是对于历史上被排斥的学生。 然而，XR在STEM教育中的广泛使用面临着许多挑战。 一个关键的缺陷是缺乏培训和支持教师有效和自信地将XR融入他们的教学。 该项目研究了弗雷斯诺州立大学的六名STEM教师，他们在本科STEM课程中围绕XR整合参与教师学习社区。 该项目将研究他们在教师学习社区的参与如何影响他们对XR整合的看法和技能，并将他们在教师学习社区的工作与他们在课堂上实施XR联系起来。 通过对其开发和实施的密切分析，该项目将产生关于如何支持教师在课堂上使用新技术的新知识。 该MCA项目旨在研究教师整合XR，以设计具有吸引力和包容性的STEM学习体验，并通过技术，教学和内容知识（TPACK）框架提供信息。 通过对六名STEM教师的民族志研究，研究团队将调查TPACK框架如何告知STEM教师在课堂上使用XR的方式并与之相交。 本研究将记录，描述，分析和解释教师参与者在STEM教学中使用XR的共享行为模式，信念和文化的发展。 课堂观察数据和教学材料将被收集，以发展他们的理解和文件证据的教师的TPACK颁布时，使用XR的快照。反思性期刊，半结构化访谈和焦点小组将被用来照亮教师的XR整合知识发展的过程，并调查如何在实践社区的共享文化，在课堂上与同龄人和学生的互动，以及信念的变化驱动这一过程的教师成长。 作为一个MCA项目，首席研究员将通过有针对性的培训和与导师的密切合作，发展民族志方法的研究技能。 该项目得到了NSF改善本科STEM教育的支持：西班牙裔服务机构计划，其目标是提高本科STEM教育的质量，并增加招聘，保留，该奖项反映了NSF的法定使命，并通过使用基金会的智力价值进行评估，被认为值得支持和更广泛的影响审查标准。

This project aims to serve the national interest by transforming STEM education at Hispanic-Serving Institutions (HSIs) with innovative extended reality (XR) technologies. XR can enhance active learning, increase student engagement, and improve learning outcomes in STEM subjects, especially in undergraduate settings, and particularly for students with historically excluded identities. However, the widespread use of XR in STEM education faces numerous challenges. One critical deficiency is the lack of training and support for faculty to effectively and confidently integrate XR into their teaching. This project studies six STEM faculty at Fresno State who are engaged in a faculty learning community around XR integration in undergraduate STEM classes. The project will examine how their participation in the faculty learning community affects their perceptions and skills around XR integration, and connect their work in the faculty learning community with their implementation of XR in their classrooms. Through close analysis of their development and implementation, this project will generate new knowledge about how support faculty in using new technologies in the classroom. This MCA project aims to study faculty’s integration of XR to design engaging and inclusive STEM learning experiences at HSIs, informed by the Technological, Pedagogical, and Content Knowledge (TPACK) framework. Through an ethnographic research study of six STEM faculty, the research team will investigate how the TPACK framework informs and intersects with the ways in which STEM faculty grow to use XR in their classes. This study will document, describe, analyze, and interpret the development of faculty participants’ shared behavior patterns, beliefs, and culture of using XR in STEM teaching. Classroom observation data and instructional materials will be gathered to develop a snapshot of their understanding and document evidence of the faculty’s enactment of TPACK when using XR. Reflective journals, semi-structured interviews, and focus groups will be used to illuminate the process of faculty’s XR integration knowledge development and investigate how the shared culture in the community of practice, interaction with peers and students in the classroom, and changes in beliefs drive this process of faculty growth. As an MCA project, the principal investigator will develop research skills in ethnographic methods through targeted training and close collaboration with a mentor. This project is supported by the NSF Improving Undergraduate STEM Education: Hispanic-Serving Institutions program, which has the goals of enhancing the quality of undergraduate STEM education, and increasing the recruitment, retention, and graduation rates of students pursuing associate’s or baccalaureate degrees in STEM.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.