Addressing the STEM Pipeline Through Serious Educational Game Design and Development
Richard Lamb, David Vallett, Rebecca Cheng, George Mason University, United States ; Karen Peterman, Karen Peterman Consulting, United States
Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
With an increasing need for workers to fill science, technology, engineering and mathematics (STEM) careers in the United States, it is imperative that researchers and teachers find ways to develop student interest in science at a time in their lives when research has shown they are most likely to consider careers in STEM fields. Preparing scientifically literate and technological savvy students is a critical first step in better preparing students to find interest and increase efficacy in future STEM careers. To address challenges faced by science teachers insofar as the demand of curriculum on instruction time, we have developed a Serious Educational Game (SEG) (Annetta, 2008) design and development model that is built on the training principles found in Serious Games used for training military, corporate and medical personnel. Results from this study suggest science self-efficacy is a stronger indicator of STEM career awareness than science interest or 21st century skills.
Lamb, R., Vallett, D., Cheng, R. & Peterman, K. (2013). Addressing the STEM Pipeline Through Serious Educational Game Design and Development. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 2887-2892). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE).