Cook-Chennault, K., & Villanueva Alarcón, I. (2019, June), Board 32: Preliminary Findings: RIEF – Understanding Pedagogically Motivating Factors for Underrepresented and Nontraditional Students in Online Engineering Learning Modules  Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32323

\bibitem{asee_peer_32323}
  Cook-Chennault, K., \& Villanueva Alarcón, I. (2019, June), \emph{Board 32: Preliminary Findings: RIEF – Understanding Pedagogically Motivating Factors for Underrepresented and Nontraditional Students in Online Engineering Learning Modules}
  Paper presented at 2019 ASEE Annual Conference \& Exposition , Tampa, Florida.
  10.18260/1-2--32323

Kimberly Cook-Chennault and Idalis Villanueva Alarcón.  "Board 32: Preliminary Findings: RIEF – Understanding Pedagogically Motivating Factors for Underrepresented and Nontraditional Students in Online Engineering Learning Modules".  2019 ASEE Annual Conference & Exposition , Tampa, Florida, 2019, June.  ASEE Conferences, 2019.  https://peer.asee.org/32323 Internet.  21 Dec, 2024

\bibitem{asee_peer_32323}
  Kimberly Cook-Chennault and Idalis Villanueva Alarcón.
  "Board 32: Preliminary Findings: RIEF – Understanding Pedagogically Motivating Factors for Underrepresented and Nontraditional Students in Online Engineering Learning Modules".
  \emph{2019 ASEE Annual Conference \& Exposition , Tampa, Florida, 2019, June}.
  ASEE Conferences, 2019.
  https://peer.asee.org/32323 Internet.  21 Dec, 2024

@INPROCEEDINGS{asee_peer_32323
author = "Kimberly Cook-Chennault and Idalis Villanueva Alarcón"
title = "Board 32: Preliminary Findings: RIEF – Understanding Pedagogically Motivating Factors for Underrepresented and Nontraditional Students in Online Engineering Learning Modules"
booktitle = "2019 ASEE Annual Conference \& Exposition "
year = "2019"
month = "June"
address = "Tampa, Florida"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/32323}
number = {10.18260/1-2--32323}
}

TY  - CPAPER
AB  - The quest to incorporate digital games into US classrooms has been pervasive in educational communities over the last two decades. Educational video games have been studied as a mechanism for enhancing the engagement and performance of underrepresented groups (UGs) in spatial learning, physics, computer science, general engineering, software and electrical engineering, mechanical engineering (ME) computer aided design, and aerospace engineering. Less than a handful of these studies have explored games’ appeal, efficacy or UG performance as a function of gender.  Preliminary findings on a study that explores the appeal, efficacy, and performance of UGs in engineering-based educational video games as a function of gender and those of intersectional backgrounds is discussed.  Emphasis is placed on elucidating these students' perceptions of serious game structure, design and content, and how these factors motivate their learning of engineering concepts and self-identification as engineers.  This work builds upon the Technology Acceptance Model.
AU  - Kimberly Cook-Chennault
AU  - Idalis Villanueva Alarcón
CY  - Tampa, Florida
DA  - 2019/06/15
PB  - ASEE Conferences
TI  - Board 32: Preliminary Findings: RIEF – Understanding Pedagogically Motivating Factors for Underrepresented and Nontraditional Students in Online Engineering Learning Modules
UR  - https://peer.asee.org/32323
DO  - 10.18260/1-2--32323
ER  -