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Table 2 Summary of results (*Technology posed an issue in collecting releases from students and their family which impacted our ability to also collect student artifacts from the students.)

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*