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Leveraging Narrative Interactivity to Foster Computer Science Identities

Published: 09 August 2015 Publication History

Abstract

There is growing recognition in the computer science education research community that supporting students in identity formation for computer science is an essential step toward broadening participation in computing. Because students begin establishing their career aspiration identity at an early age, research into computing identity formation in K-8 education is particularly important. Research suggests that narrative-centered learning environments hold great promise for fostering identity formation. My proposed dissertation research focuses on bringing narrative-centered learning environment technology to bear on supporting computer science learners in middle school. I am particularly interested in how we can make these learning environments more equitable for all learners, especially for underrepresented students.

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Buffum, P. S. et al. 2015. A Practical Guide to Developing and Validating Computer Science Knowledge Assessments with Application to Middle School. Proceedings of SIGCSE '15, 622--627.
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Buffum, P. S. et al. 2015. Mind the Gap: Improving Gender Equity in Game-based Learning Environments with Learning Companions. Proceedings of the 17th International conference on Artificial Intelligence in Education - AIED '15 (2015), To appear.
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Dede, C. 2009. Immersive interfaces for engagement and learning. Science (New York, N.Y.). 323, 5910 (Jan. 2009), 66--9.
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Cited By

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  • (2024)Diversifying computer science: An examination of the potential influences of women‐in‐computing groupsScience Education10.1002/sce.21861108:3(957-980)Online publication date: 26-Feb-2024
  • (2021)Gamification in education: a mixed-methods study of gender on computer science students’ academic performance and identity developmentJournal of Computing in Higher Education10.1007/s12528-021-09271-5Online publication date: 19-Mar-2021

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  1. Leveraging Narrative Interactivity to Foster Computer Science Identities

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    cover image ACM Conferences
    ICER '15: Proceedings of the eleventh annual International Conference on International Computing Education Research
    July 2015
    300 pages
    ISBN:9781450336307
    DOI:10.1145/2787622
    Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the Owner/Author.

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    New York, NY, United States

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    Published: 09 August 2015

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    Author Tags

    1. equity
    2. identity formation
    3. middle school
    4. narrative

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    ICER '15 Paper Acceptance Rate 25 of 96 submissions, 26%;
    Overall Acceptance Rate 189 of 803 submissions, 24%

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    ACM Conference on International Computing Education Research
    August 3 - 6, 2025
    Charlottesville , VA , USA

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    • (2024)Diversifying computer science: An examination of the potential influences of women‐in‐computing groupsScience Education10.1002/sce.21861108:3(957-980)Online publication date: 26-Feb-2024
    • (2021)Gamification in education: a mixed-methods study of gender on computer science students’ academic performance and identity developmentJournal of Computing in Higher Education10.1007/s12528-021-09271-5Online publication date: 19-Mar-2021

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