How an Online Gamified Physics Curriculum Affects Students' Physics Identity
POSTER
Abstract
This research aimed to determine how a ‘gamified’ physics curriculum with immediate feedback affects students' perception of their ability to master physics as a discipline. Further, the study intended to determine how an online algebra-based physics curriculum that provides students with multiple levels of mastery in an interactive and responsive format affects students' physics identity and academic achievement. Multiple research studies (Hazari et al., 2017; Krakehl & Kelly, 2021) assert that access and participation of underrepresented urban youth in STEM fields, particularly in physics courses, is inequitable. Physics identity is particularly important for women and minorities who are underrepresented in physics. Pedagogical methods that focus heavily on math rather than concepts present a deterrent to many students in physics courses. This study examined the Los Angeles Unified School District’s (LAUSD) strategic plan, which seeks to enrich academic experiences across all ages and disciplines, including math and science (LAUSD, 2022).
Data was collected during the 2023-24 school year. The number of willing participants in the physics classroom determined the sample size. This sample included 24 high school physics students ranging between 14-19 years of age. The participants took three 10-minute attitudinal surveys on a computer during their physics class. The students' identities were coded, and data were viewed and analyzed at the end of the school year after students finished the physics course. All activities were done during class time as part of regular class activities. Survey data were analyzed via ANOVA and/or discriminant analysis to determine shifts in participants’ attitudes about physics as the school year progressed.
Preliminary findings indicated the student’s self-assessed physics ability in the classroom increased. However, their assessment of their ability to do physics on a professional level decreased. This coincided with a reduction in their desire for physics. In addition, the students did not prefer one content delivery method over another. These data suggest that even as students' perceived ability to do physics increased, the increase in ability was confined to their current class.
Funding: National Science Foundation Noyce Master Teacher Fellows Program
Data was collected during the 2023-24 school year. The number of willing participants in the physics classroom determined the sample size. This sample included 24 high school physics students ranging between 14-19 years of age. The participants took three 10-minute attitudinal surveys on a computer during their physics class. The students' identities were coded, and data were viewed and analyzed at the end of the school year after students finished the physics course. All activities were done during class time as part of regular class activities. Survey data were analyzed via ANOVA and/or discriminant analysis to determine shifts in participants’ attitudes about physics as the school year progressed.
Preliminary findings indicated the student’s self-assessed physics ability in the classroom increased. However, their assessment of their ability to do physics on a professional level decreased. This coincided with a reduction in their desire for physics. In addition, the students did not prefer one content delivery method over another. These data suggest that even as students' perceived ability to do physics increased, the increase in ability was confined to their current class.
Funding: National Science Foundation Noyce Master Teacher Fellows Program
Presenters
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LaTeira Haynes Zavala
Los Angeles Unified School Dist
Authors
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LaTeira Haynes Zavala
Los Angeles Unified School Dist