Leveraging Mobile Technologies for Civic Engagement

Culturally-Responsive Video Game Design

The Culturally-Responsive Video Game Design project is funded by the American Educational Research Association Division C Shark Tank program and USU's department of Instructional Technology & Learning Sciences. The goal of this project is to co-develop a culturally-responsive video game workshop with partners serving Indigenous youth. We envision Indigenous youth working in collaboration with Indigenous community members as they play, debug, and further examine their cultures while creating their own unique culturally-responsive video games.

A Maker Studio Model for High School Classrooms: The Nature and Role of Critique in an Electronic Textiles Design Project

This article reports on a case study featuring a class of 23 high school students in a STEM class partnered with art students to develop an interactive installation. The authors used the characteristics of studio models from arts, architecture, and engineering education and integrated maker activities.

Place-Based Storytelling with Indigenous Communities

Breanne Litts and her team work with SpyHop Productions and the Northwestern Band of the Shoshone Nation leverage new technologies, such as augmented reality, to collect and document stories around key historical sites. Projects include an interactive digital component at the new Boa Ogoi Cultural & Interpretive Center at the Bear River Massacre where the Tribe seeks to educate and enlighten visitors about its history. Learn more at https://boaogoi.org/.

Cultivating Connections

In partnership with Dr. Melissa Tehee (Psychology, USU) and her Tohi Lab, Dr. Litts and the LED Lab are working with Edith Bowen Laboratory School (K-6) to investigate how to collaboratively (re)design cross-cultural field experiences for sixth graders to effectively develop culturally competent citizen scholars. The key aim of the project is to cultivate connections across partners, cultures, and disciplines.

A Narrative Approach to Educational Video Training

For centuries, some of the greatest educators (e.g., Aristotle and Aesop) have promoted storytelling as a vehicle for disseminating knowledge. Narrative techniques used to share information have been studied in academic disciplines such as marketing, communication, and medicine. However, little research exists examining the impact of narrative videos on the development and retention of declarative or procedural knowledge.

Culturally Responsive Making

Culturally Responsive Making

Culturally Responsive Making: Developing High-Low Tech Maker Activities in Local and Mobile Spaces for Supporting American Indian Youth is a two-year, National Science Foundation (#1623404) funded project in collaboration with Arizona State University and the University of Pennsylvania. The goal of this project is to develop culturally responsive making activities and makerspaces with two Indigenous communities, one in Utah and one in Arizona.

Learning Analytics in ARIS: Making Sense of Learning in a Game Design Platform

Learning Analytics in ARIS: Making Sense of Learning in a Game Design Platform

In partnership with the Field Day Lab (David Gagnon) and Videogame Research (Dr. Dennis Ramirez), this project brings together computer, data, and learning designers and scientists to explore how the log data in a mobile development platform can shed light on youths’ learning in making and coding their games. Specifically, we examined ARIS (Augmented Reality and Interactive Storytelling), a narrative-based programming platform for non-programmers made up for a web-based editor and a client-based app.

Computing with PocketCHIP

Computing with PocketCHIP

We explore how to support teaching and learning of computational thinking (CT) practices in interdisciplinary, age-appropriate contexts. To prepare youth to be computationally literate in a digital world economy, two key approaches have emerged aiming to make text-based programming more widely applicable, accessible, and age-appropriate.