From: Motivating youth to learn STEM through a gender inclusive digital forensic science program
Venue | Results | Results | ||||
---|---|---|---|---|---|---|
Sample | Observations | Surveys | Interviews | Backend Metrics | Student Artifacts | |
Baltimore 2017 Design & Development | 12 | Enthusiastic, focused, high engagement, constructive feedback | High increased interest, knowledge, and motivation to learn more | Benefited from learning scaffolding (written & videos), learned more about complexities in computers + society | Under development | Scenario selections, design look & feel |
NOLA 2017 Design & Development | 30 (4 + 26) | Enthusiastic, focused, high engagement, constructive feedback | High increased interest, knowledge, and motivation to learn more | Group discussions | Testing | Constructive feedback on platform and program |
Baltimore 2018 Implementation | 79 | Enthusiastic, focused, high engagement, constructive criticisms | High increased interest, knowledge, and motivation to learn more | Engaging instruction, Felt like a professional worker, can use what they learned to solve problems and help others, benefited from learning scaffolding (written & videos) | Limited data | Final reports |
NOLA 2019 Implementation | 17 | Enthusiastic, focused, high engagement, constructive criticisms, active teamwork, engagement w/ near-peers | Moderate-high increased interest, knowledge, and motivation to learn more | Benefited from learning scaffolding (written & videos), liked interaction w industry role models | Variable task completion, low percentage performance, low average final scores | N/A |
Seattle 2019 Stress Testing | 12 | Enthusiastic, focused, high engagement, constructive criticisms | High increased interest, knowledge, and motivation to learn more | Benefited from learning scaffolding (written & videos), wanted missions to be less childish | 100% task completion, high percentage performance, high average final scores | Student reflections, student reports, class timeline |
Baltimore 2019 Stress Testing | 32 | Tired, distracted, low engagement, low feedback | Moderate increased interest, knowledge, and motivation to learn more | Limited data | High percentage task completion, variable percentage performance, medium average final scores | Limited data |
Las Vegas 2020 Super Stress Testing | 98 | Remote, distracted, sporadic engagement, limited feedback | High increased interest, knowledge, and motivation to learn more | N/A | Variable task completion, low percentage performance, low average final scores | Unavailable* |