This convergent mixed method study investigates learner engagement during a blended, transmedia curriculum called CryptoComics which is designed to teach 3rd-5th graders about cryptology and cybersecurity. Curriculum design is presented through the lens of four engagement facilitators: (1) anchoring the curriculum with a comic book, (2) blending digital and unplugged media, (3) supporting situational interest via a transmedia narrative and (4) designing for social-cultural relevance. Latent profile analysis is used to develop profiles of learner engagement using quantitative indicators of cognitive and emotional engagement collected across 204 students at 13 implementation sites in the Eastern U.S. Qualitative indicators of engagement include teacher weekly check-ins submitted by 17 teachers working at the 13 implementation sites, student interviews, and classroom observations of 26 students participating in the curriculum at two local sites. Quantitative and qualitative results converge to suggest the majority of the students participating in the curriculum were highly engaged cognitively and emotionally. Qualitative data (1) suggest some third graders may be less cognitively engaged due to challenging content, (2) provide evidence for how design of the blended, transmedia curriculum supported, and some cases hindered, engagement, (3) highlight the importance of transitions between blended learning components in facilitating engagement and (4) uncover questions regarding one of the quantitative measures selected as an indicator of cognitive engagement.
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Using a comic book to engage students in a cryptology and cybersecurity curriculum
This article describes the use of a comic book to anchor a cryptology and cybersecurity curriculum for upper elementary students. Perceptions about the comic book from 138 students across 11 afterschool programs were examined using survey, classroom observation, and interviews. Data analysis revealed that the comic book created a “macrocontext” to situate learners in an exciting adventure about cryptology and cybersecurity. Students found the characters relatable, and their perceptions were tightly tied to other components of the curriculum. Reading the word bubbles was chal- lenging at first, but got easier over time. This study illustrates how comic books can anchor unfamiliar STeM content for younger learners.
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- Award ID(s):
- 1849768
- NSF-PAR ID:
- 10399820
- Date Published:
- Journal Name:
- Journal of Research on Technology in Education
- ISSN:
- 1539-1523
- Page Range / eLocation ID:
- 1 to 19
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1080/15391523.2022.2150726
