Asee peer logo

Board 32: Preliminary Findings: RIEF – Understanding Pedagogically Motivating Factors for Underrepresented and Nontraditional Students in Online Engineering Learning Modules

Download Paper |

Conference

2019 ASEE Annual Conference & Exposition

Location

Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

NSF Grantees Poster Session

Tagged Topics

Diversity and NSF Grantees Poster Session

Page Count

17

DOI

10.18260/1-2--32323

Permanent URL

https://peer.asee.org/32323

Download Count

65

Request a correction

Paper Authors

biography

Kimberly Cook-Chennault Rutgers, the State University of New Jersey Orcid 16x16 orcid.org/0000-0003-4755-947X

visit author page

Kimberly Cook-Chennault is an Associate Professor in the Mechanical and Aerospace Engineering Department at Rutgers University. She holds BS and MS degrees in Mechanical Engineering from the University of Michigan and Stanford University respectively; and a PhD from the University of Michigan, Ann Arbor. Her research interests include design of integrated hybrid energy systems and investigation of the structure-property relationships in ferroelectric, dielectric and piezoelectric materials in the form of thin films and bulk composites for sensing/actuation and energy storage/harvesting applications. Dr. Cook-Chennault’s research group, the Hybrid Energy Systems and Materials Laboratory, conducts work towards understanding the fundamental mechanisms and processing parameters that allow for the control of physical material characteristics.  In addition to this work, Dr. Cook-Chennault is the director of the Green Energy Undergraduate Program (GET UP) program which is funded through the National Science Foundation and the Student Learn and Achievent in Aerospace and Mechanical (SLAAM) Engineering Program.

visit author page

biography

Idalis Villanueva Utah State University Orcid 16x16 orcid.org/0000-0002-8767-2576

visit author page

Dr. Villanueva is an Assistant Professor in the Engineering Education Department and an Adjunct Professor in the Bioengineering Department in Utah State University. Her multiple roles as an engineer, engineering educator, engineering educational researcher, and professional development mentor for underrepresented populations has aided her in the design and integration of educational and physiological technologies to research 'best practices' for student professional development and training. In addition, she is developing methodologies around hidden curriculum, academic emotions and physiology, and engineering makerspaces.

visit author page

Download Paper |

Abstract

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.

Cook-Chennault, K., & Villanueva, 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

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2019 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015