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1. The impact of goal assignment in a game‐based learning environment

   https://doi.org/10.1111/jcal.12919  

   Nietfeld, John L. ; Hoffmann, Kristin F. ( December 2023 , Journal of Computer Assisted Learning)

   Goal setting has been established in the literature as a critical component of self‐regulated learning and for effective problem‐solving. Yet, surprisingly little attention has been focused on goal‐directed behaviour in digital game‐based learning environments (GBLEs) despite their expanding use in educational contexts.

   The current study examined the impact of goal assignment in a GBLE aligned with curricular objectives and played in a classroom context.

   Eighth‐grade students (N = 59) in the experiment were randomly assigned to either a mastery goal condition or a performance goal condition before playingCrystal Island—Outbreak. Goal orientation was measured before gameplay, monitoring judgements assessed during gameplay, and enjoyment was measured after game play.

   Two important results emerged that contribute to the existing literature on goals and GBLEs. First, assignment to the mastery goal condition resulted in significantly higher enjoyment ratings and monitoring judgements but not game performance while considering the influence of pre‐existing goal‐orientation. Second, self‐reported mastery goal orientation and videogame play frequency predicted enjoyment in the game.

   The results suggest that enjoyment can be facilitated by orienting students to adopt mastery goals and that developers should consider integrating mastery‐based instructions in their GBLEs. Moreover, instructional goals can influence students regardless of incoming goal orientations.

    

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2. Can they succeed? Exploring at-risk students' study habits in college general chemistry

   https://doi.org/10.1039/c6rp00101g  

   Ye, Li ; Shuniak, Constantine ; Oueini, Razanne ; Robert, Jenay ; Lewis, Scott ( January 2016 , Chemistry Education Research and Practice)

   null (Ed.)

   A well-established literature base identifies a portion of students enrolled in post-secondary General Chemistry as at-risk of failing the course based on incoming metrics. Learning about the experiences and factors that lead to this higher failure rate is essential toward improving retention in this course. This study examines the relationship between study habits and academic performance for at-risk students in General Chemistry. Students who were in the bottom quartile of SAT math scores were identified as at-risk students. The study habits of General Chemistry students, both those identified as at-risk and those not identified were measured by text message inquiries. The text message asked ‘‘Have you studied for General Chemistry I in the past 48 hours? If so, how did you study?” twice a week throughout a semester. Student responses to the messages were used to calculate the frequency of studying throughout the term. The results from a multiple regression analysis showed that high frequency of studying could mitigate the difference between at-risk and non-at-risk students on final exam scores. Additionally, the quality of studying for six at-risk students was analyzed by student interviews in concert with their text message responses. The results indicated that the quality of studying is not necessarily linked to frequency of studying and both quality and frequency can play a role in at-risk students' academic performance. The results presented offer a path for at-risk students to succeed in General Chemistry and the methodology presented offers a potential avenue for evaluating future efforts to improve student success. 

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3. Results of an Intro to Mechanics Course Designed to Support Student Success in Physics I and Foundational Engineering Courses

   Menezes, Gustavo B. ; Nerenberg, Paul S. ; Li, Ni ; Allen, Emily L. ( June 2020 , ASEE Annual Conference Proceedings)

   This complete evidence-based practice paper discusses the strategies and results of an introduction to mechanics course, designed to prepare students for introductory-level physics and other fundamental courses in engineering, such as statics, strength of materials, and dynamics. The course was developed to address historically high failure (DFW) rates in the physics courses and is part of a set of interventions implemented to support student success in a college of engineering and computer science. The course focuses on providing in-depth understanding of Newton’s Laws of motion, free-body diagrams, and linear and projectile motion. Because it focuses on a limited number of competencies, it is possible to spend more time on inquiry-based activities and in-class discussions. The course framework was designed considering the Ebbinghaus’ Forgetting Curve, to provide students with learning opportunities in 6-day cycles: (i) day 1: a pre-class learning activity (reading or video) and a quiz; (ii) day 2: in-class Kahoot low-stakes quiz with discussion, a short lecture with embedded time for problem-solving and discussion, and in-class activities (labs, group projects); (iii) day 4: homework due two days after the class; (iv) day 6: homework self-reflection (autopsy based on provided solutions) two days after homework is due. The assessment of course performance is based on the well-characterized force concept inventory (FCI) exam that is administered before the intro to mechanics course and both before and after the Physics I course; and on student performance (grades) in Physics and Statics courses. Results from the FCI pre-test show that students who took the introduction to mechanics course (treatment group) started the physics course with a much better understanding of force concepts than other students in the course. The FCI post-test shows better normalized gain for the treatment group, compared to other students, which is also aligned with student performance in the course. Additionally, student performance is significantly better in statics, with 25% DWF rate compared to 50% for the other students. In summary, the framework of the course, which focuses on providing students with in-depth understanding of force concepts, has led to better learning and performance in Physics I, but importantly it has also helped students achieve better performance in the Statics course, the first fundamental course in civil and mechanical engineering programs. 

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4. Relationship Between Goal Orientation, Agency, and Motivation in Undergraduate Civil Engineering Students

   O'Hara, R. ; Benson, L. ; Ogle, J. ; Bolding, C.J. ( July 2021 , 2021 ASEE Annual Conference)

   Understanding the underlying psychological constructs that affect undergraduate engineering students’ academic achievement and persistence can inform curricular and programmatic changes in engineering education, with the goal of increasing access and advancement in engineering for a diverse population of students. As part of a larger study examining student experiences in a civil engineering department undergoing curricular and cultural changes, this quantitative study investigated the relationship between goal orientation, agency, and time-oriented motivation, differences in this relationship across academic years, and potential influences from personality types. The larger project seeks to examine the motivation, identity, and sense of belonging for undergraduate civil engineering students; this paper seeks to construct a conceptual model explaining the interactive nature of some of these constructs. A previously tested and established survey that draws from multiple theories of motivation and other affective factors such as agency and identity, and that includes Big 5 personality constructs, was used to collect data from second, third-and fourth-year civil engineering students over a two-year period. Prior studies have focused on the instrument’s latent constructs with sense of belonging. However, no analysis has been conducted to examine how some of the constructs influence each other. Specific latent constructs of goal orientation, agency (students’ beliefs that their career in science or engineering can lead to positive effects on the world), FTP, and personality were selected for secondary data analysis based on theory presented in the literature about relationships between motivation, goal setting, agency, and student perceptions of their future. The sample size of respondents was 843; data cleaning and deletion of missing data (65cases; 7.7%) resulted in a final sample size of 778(92.3% of the original data). This included328 second year, 294 third year and 156 fourth year students. Statistical analyses and modeling included bivariate correlational analysis, MANOVA and MANCOVA. Results indicated significant correlation between goal orientation, agency, and time-oriented motivation. Furthermore, differences in these constructs between academic years and personality type influenced the relationship. FTP differed between sophomores and seniors, with seniors having higher scores, suggesting motivation increases as time in the program increases. Personality significantly influenced these relationships in different ways but had the strongest effect on agency. The findings that certain types of people are not only motivated to go into civil engineering but believe their major will make a difference in the world, have implications for educational practice. Results align with current literature but also shed light onto the effects of personality on time-oriented motivation and agency, expanding theory in engineering education. Further research is needed to determine if the effects of personality hold true for other engineering and science majors. 

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5. Making STEM Equitable: An Active Learning Approach to Closing the Achievement Gap

   https://doi.org/10.15294/ijal.v5i2.23933  

   Christian Burke, Richard Luu ( October 2020 , International journal of active learning)

   null (Ed.)

   Active learning is a pedagogical approach which engages students in the learning process, aiming to optimize comprehension of educational material. Meta-analysis of current research shows maximum impact when applied to STEM education, especially for underrepresented minority (URM) students and students with a low GPA. This study focuses on student success, progression, completion and STEM interest within the General Chemistry course sequence at Blinded City College, which has a 51% Hispanic student population. Data from classes implementing active learning pedagogy consistently had higher success and progression rates, as well as increased progression success from General Chemistry 1 to General Chemistry 2, with a greater positive impact and completion success among Hispanic students compared to students from Asian populations, whose progression success was negatively impacted through use of active learning pedagogy in comparison to traditional lecture-based coursework. Comparison of scores for the American Chemical Society General Chemistry Exams, from this community college and at a national level, indicates active learning students perform equally well on chemistry standardized tests. In total, active learning classes were most beneficial to Hispanic students, and should be designed according to course level, be scaffolded to future coursework to maximize impact through development of STEM active learning pathways in which students are immersed in active learning classrooms continuously through undergraduate STEM academic coursework. 

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