Cook-Chennault, K., & Villanueva, I. (2022, August), Perceptions of Engineering Learning Software in Classrooms with Diverse Student Populations Using an Expanded Technology Acceptance Model  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. https://peer.asee.org/42048

\bibitem{asee_peer_42048}
  Cook-Chennault, K., \& Villanueva, I. (2022, August), \emph{Perceptions of Engineering Learning Software in Classrooms with Diverse Student Populations Using an Expanded Technology Acceptance Model}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  https://peer.asee.org/42048

Kimberly Cook-Chennault and Idalis Villanueva.  "Perceptions of Engineering Learning Software in Classrooms with Diverse Student Populations Using an Expanded Technology Acceptance Model".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/42048 Internet.  28 May, 2023

\bibitem{asee_peer_42048}
  Kimberly Cook-Chennault and Idalis Villanueva.
  "Perceptions of Engineering Learning Software in Classrooms with Diverse Student Populations Using an Expanded Technology Acceptance Model".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/42048 Internet.  28 May, 2023

@INPROCEEDINGS{asee_peer_42048
author = "Kimberly Cook-Chennault and Idalis Villanueva"
title = "Perceptions of Engineering Learning Software in Classrooms with Diverse Student Populations Using an Expanded Technology Acceptance Model"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/42048}
}

TY  - CPAPER
AB  - The perceptions and experiences of freshman and sophomore engineering students when playing an online serious engineering game are explored.  The engineering game of interest was designed to improve engineering intuition and knowledge of engineering mechanics in a statics course.  Use of serious educational engineering games has increased in engineering education to help students increase technical competencies in engineering disciplines. However, few have investigated how these engineering games are experienced by the students; how games influence students’ perceptions of learning, or how these factors may lead to inequitable perspectives among diverse populations of students.  A mixed method sequential analysis informed by the Technology Acceptance Model was performed to ascertain the experiences of one hundred and thirty-two students.  Women of colour indicated that going to the next challenge level in the game made them feel as though they had increased their engineering knowledge to a higher degree than their male counterparts, this group also indicated higher levels of frustration than their male and Caucasian woman counterparts.  Additional studies are need to more definitive conclusions.
AU  - Kimberly Cook-Chennault
AU  - Idalis Villanueva
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Perceptions of Engineering Learning Software in Classrooms with Diverse Student Populations Using an Expanded Technology Acceptance Model
UR  - https://peer.asee.org/42048
ER  -