More Like this

1. Breadboards and Paper Circuits: Differences in Advanced Circuitry Learning and PCB Layout Design

   Sedas, R. M. (January 2021, International Conference of the Learning Sciences (ICLS))

   Most electronic devices have complex circuitry systems embedded in flat and thin structures called printed-circuit boards (PCBs) traditionally to learn at the university level. We systematically compared how 21 youth (ages 15-16) learned basic circuitry concepts and PCB layout design principles using two educational circuitry toolkits, paper circuits or the traditional solderless breadboard for prototyping. Statistical tests of pre- and post-assessments showed large effect sizes (Hedges’ g) of the score-gain differences favoring paper circuits. 

   more » « less
2. Crafting Paper Circuits: Gendered Materials for Circuitry Learning

   Huang, J. (January 2022, International Conference of the Learning Sciences (ICLS))

   Given the persistent issues of equity in technology-rich fields, this study argues that our choice of tools and materials significantly impacts both what is possible to be learned as well as who participates. This study examined students’ learning of basic circuitry concepts through the use of paper circuitry toolkits in art-based activities. The data was collected in a 4-day workshop for middle school students (N=17). Findings showed that arts integration promoted the creation of paper circuits that leads to artistic exploration into STEM engagement. Pre- and post-tests results showed improvement for students by gender. Although the boys outperformed the girls on paper circuits, the girls outperformed the boys on e-textiles which is considered more “feminine” than others. The findings imply the nuances between material property and gendered practice to understand how we can better design tools and materials to rupture stagnant norms around educational practices. 

   more » « less
3. Tools and materials as non-neutral actors in STEAM education

   https://doi.org/10.1080/10508406.2024.2380694  

   Peppler, Kylie; Thompson, Naomi (August 2024, Journal of the Learning Sciences)

   This study builds on posthumanist and new materialist orientations to examine the role of material properties and the gendered identity texts of educational tools as active agents in STEM learning. Over 200 youth, ages 5–15, were randomly assigned to 90-minute introductions to one of five commercial circuitry toolkits. Youth took a pre- and post-assessment; we analyzed results using quantitative tests of significance. We used an established sorting task to gather youth perspectives of the tools as identity texts through design markers of gendered identities within the toolkits. We examined the relationship between learning outcomes and the gendered design components of the toolkits. Toolkits that privilege feminine or artistic elements significantly impacted learning more than traditional toolkits used in schools, which showed little to no significant learning gains. We relate this to the inextricability of materiality and the gendered identities of these tools and materials. This study shows how arts-based or feminine-coded tools can be more effective for teaching and learning, serving as a counter to common resistance to adopting such tools and materials for STEM learning. We outline design implications for toolkits and educational experiences to disrupt stagnant social, cultural, and historical norms in STEM education. We would like to thank the participants for their generous participation in this work, as well as our partner schools and organizations who helped make this possible. We would also like to thank members of the Creativity Labs—past and present—who helped to serve as thought partners and sounding boards at various points in the process. 

   more » « less
4. Content, Connection and Careers: Kit-Based Learning and Virtual University Connections (Evaluation)

   Skluzacek, Joanna; Severson, Eric; Petersen, Nathan; Johnson, Martin (August 2022, 2022 ASEE Annual Conference & Exposition)

   Science kits have been a staple of learning for some time, but in the era of COVID-19 at-home science kits took specific prominence in educational initiatives. In this paper, we delineate how kit-based education can be paired with virtual connection technology to enhance postsecondary and career exploration. The “Content, Connection and Careers” kit-based program has been developed to enable youth to explore electrical engineering principles while connecting virtually with university students to discuss engineering courses and careers. When assembled and wired up, the kit components become linear motors that use a magnetic force to pull a bolt into a pipe when youth press a button. This follows the same working principles as a doorbell or solenoid. These kits are supported by virtual learning sessions where youth connect with university students and faculty to fully understand the educational content, connect to peers and caring adults to share their learning, and explore careers that use electrical engineering skills. To investigate the effectiveness of the program, surveys were distributed to participants to understand whether the kits were simple enough for independent learning but robust enough to encourage additional self-exploration of more difficult topics with the aid of expert scientists and other adult role models. Additionally, youth were asked if the connections made with university faculty and students was beneficial in their thinking of postsecondary options and college engagement. Over 60 elementary and middle-school aged youth participated in the project. Over 80 percent of survey respondents self-reported improved knowledge of how an electromagnetic field works and how to build a simple electromagnet. Other results showed an increased understanding of engineering careers and courses required to study electric engineering in college. Before their experience in the project, very few of the young people had ever talked to university faculty or university students about their areas of research or their journey into the fields of science, technology, engineering, and math (STEM). This connection was described in the surveys as what the youth liked best about the project. 

   more » « less
5. The ThreadBoard: Designing an E-Textile Rapid Prototyping Board

   https://doi.org/10.1145/3430524.3440642  

   Hill, Chris; Schneider, Michael; Eisenberg, Ann; Gross, Mark D. (February 2021, TEI '21: Proceedings of the Fifteenth International Conference on Tangible, Embedded, and Embodied Interaction)

   null (Ed.)

   E-textiles, which embed circuitry into textile fabrics, blend art and creative expression with engineering, making it a popular choice for STEAM classrooms [6, 12]. Currently, e-textile development relies on tools intended for traditional embedded systems, which utilize printed circuit boards and insulated wires. These tools do not translate well to e-textiles, which utilize fabric and uninsulated conductive thread. This mismatch of tools and materials can lead to an overly complicated development process for novices. In particular, rapid prototyping tools for traditional embedded systems are poorly matched for e-textile prototyping. This paper presents the ThreadBoard, a tool that supports rapid prototyping of e-textile circuits. With rapid prototyping, students can test circuit designs and identify circuitry errors prior to their sewn project. We present the design process used to iteratively create the ThreadBoard’s layout, with the goal of improving its usability for e-textile creators. 

   more » « less