Education Commons^™

I Am Not Only A Student-Athlete: Investigating Social Identity Complexity As A Stereotype Threat Mitigation Strategy To Reduce Barriers, Jacob Alan English, Ann Cale Kruger

Learning Sciences Faculty Publications

Collegiate athletes must contend with harmful stereotypes (e.g., intellectually lazy, unintelligent) during their academic careers (Comeaux, 2012). Research shows that student-athletes’ academic performance can be negatively impacted by stereotype threat (Riciputi & Erdal, 2017). Currently, there is no published evidence-based research on stereotype threat (ST) mitigation strategies targeted to student-athletes. Expanding the work of Gresky and colleagues (2005), this study explored a self-concept map activity, based on the social identity complexity theory, as one potential strategy for collegiate athletes. Seventy Division I athletes were randomly assigned to one of three experimental conditions (varying by the level of ST administered). ANOVA …

The Curious Case Of Loops, Briana Baker Morrison, Lauren Margulieux, Adrienne Decker

Learning Sciences Faculty Publications

Background and Context: Subgoal labeled worked examples are effective for teaching computing concepts, but the research to date has been reported in a piecemeal fashion. This paper aggregates data from three studies, including data that has not been previously reported upon, to examine more holistically the effect of subgoal labeled worked examples across three student populations and across different instructional designs.

Objective: By aggregating the data, we provide more statistical and explanatory power for somewhat surprising yet replicable results. We discuss which results generalize across populations, focusing on a stable effect size to be expected when using subgoal labels in …

What Do We Think We Think We Are Doing?: Metacognition And Self-Regulation In Programming, James Prather, Brett A. Becker, Michelle Craig, Paul Denny, Dastyni Loksa, Lauren Margulieux

Learning Sciences Faculty Publications

Metacognition and self-regulation are popular areas of interest in programming education, and they have been extensively researched outside of computing. While computing education researchers should draw upon this prior work, programming education is unique enough that we should explore the extent to which prior work applies to our context. The goal of this systematic review is to support research on metacognition and self-regulation in programming education by synthesizing relevant theories, measurements, and prior work on these topics. By reviewing papers that mention metacognition or self-regulation in the context of programming, we aim to provide a benchmark of our current progress …

Effect Of Implementing Subgoals In Code.Org’S Intro To Programming Unit In Computer Science Principles, Lauren Margulieux, Briana Baker Morrison, Baker Franke, Harivololona Ramilison

Learning Sciences Faculty Publications

The subgoal learning framework has improved performance for novice programmers in higher education, but it has only started to be applied and studied in K-12 (primary/secondary). Programming education in K-12 is growing, and many international initiatives are attempting to increase participation, including curricular initiatives like Computer Science Principles and non-profit organizations like Code.org. Given that subgoal learning is designed to help students with no prior knowledge, we designed and implemented subgoals in the introduction to programming unit in Code.org’s Computer Science Principles course. The redesigned unit includes subgoal-oriented instruction and subgoal-themed pre-written comments that students could add to their programming …

Classroom Interaction Geography: A Case Study, Benjamin R. Shapiro, Brette Garner, Hui Soo Chae, Gary Natriello

Learning Sciences Faculty Publications

The study of classroom discourse is central to understanding and supporting effective teaching practice. Recently, researchers have begun to explore the spatial dimension of classroom discourse. However, this work emphasizes the lack of methods, particularly visual methods, to fully explore the spatial dimension of classroom discourse. This paper uses an approach to studying collaborative interaction we have developed called interaction geography to revisit a classic case known as “Sean Numbers” from the work of renown teacher educator Deborah Ball. Our analysis highlights the value of interaction geography to visually and dynamically explore the spatial and temporal dimensions of classroom discourse. …

Visualizing Qualitative Data: Creative Approaches For Analyzing And Demonstrating Lively Data From Diverse Learning Settings, Yong Ju Jung, Jaclyn Dudek, Shulong Yan, Marcela Borge, Soo Hyeon Kim, Jian Liao, Benjamin R. Shapiro, Heather Toomey Zimmerman

Learning Sciences Faculty Publications

This structured poster session aims to showcase novel approaches of qualitatively
analyzing and communicating lively data—data that is complex, nuanced, multimodal, and multi-voiced. Such data is rich but also messy, often defying the traditional text-based forms of description and presentation. Therefore, the session pairs creative techniques and methods to analyze, triangulate, and/or visualize qualitative findings across multiple data sources (e.g., video, digital and physical spaces, participant artifacts, and patterns of movement) from diverse learning contexts (e.g., museums, libraries, outdoor spaces, and classrooms)—beyond showing transcriptions. The visual format of the session supports our goal of sharing and communicating rich data stories …

Here And Then: Learning By Making Places With Digital Spatial Story Lines, Rogers Hall, Benjamin R. Shapiro, Andrew L. Hostetler, Helen Collins, David Owens, Fisher Douglas

Learning Sciences Faculty Publications

In this article, we introduce and analyze learning experiences made possible by a teaching framework that we have developed and call digital spatial story lines (DSSLs). DSSLs offer a novel approach to learning on the move by engaging learners with related conceptual practices of archival curation, digital mapping, and the production of public history. Learners collaborate to make and follow map-based story lines that bridge archival media they curate in public libraries and museums onto city neighborhoods these media describe. Story lines can be followed as tours to explore under- or untold stories about a city’s public history at walking …

Re-Shape: A Method To Teach Data Ethics For Data Science Education, Benjamin R. Shapiro, Amanda Meng, Cody O'Donnell, Charlette Lou, Edwin Zhao, Bianca Dankwa, Andrew Hostetler

Learning Sciences Faculty Publications

Data has become central to the technologies and services that human-computer interaction (HCI) designers make, and the ethical use of data in and through these technologies should be given critical attention throughout the design process. However, there is little research on ethics education in computer science that explicitly addresses data ethics. We present and analyze Re-Shape, a method to teach students about the ethical implications of data collection and use. Re-Shape, as part of an educational environment, builds upon the idea of cultivating care and allows students to collect, process, and visualizetheir physical movement data in ways that support critical …