Women in STEM Interview Analysis: Encouraging Young Female Learners in STEM Pathways

This study used a qualitative approach to examine potential obstacles to and challenges in working in a STEM field for females from underrepresented groups. Unstructured interviews with 11 adult females representing diverse groups and various STEM careers yielded important historical perspectives, along with recommendations for building STEM careers for young females today. The findings indicated the critical role of having a strong mentor, role model, or support system in place along the STEM pathway; the need to work with and engage females in STEM activities and subjects when they are as young as possible, preferably while in primary/elementary school; and the importance of developing a sense of STEM self-efficacy in young females. Recommendations are given to inform studies in science communication and informal education

Computer Entertainment Technologies for the Visually Impaired: An Overview

Over the last years, works related to accessible technologies have increased both in number and in quality. This work presents a series of articles which explore different trends in the field of accessible video games for the blind or visually impaired. Reviewed articles are distributed in four categories covering the following subjects: (1) video game design and architecture, (2) video game adaptations, (3) accessible games as learning tools or treatments and (4) navigation and interaction in virtual environments. Current trends in accessible game design are also analysed, and data is presented regarding keyword use and thematic evolution over time. As a conclusion, a relative stagnation in the field of human-computer interaction for the blind is detected. However, as the video game industry is becoming increasingly interested in accessibility, new research opportunities are starting to appear

Fission multimodale pour les systèmes d'interaction

Les systèmes informatiques sont nés de besoins scientifiques. Leur succès est dû à leur utilisation grand public. Ceci a motivé les chercheurs à développer des systèmes qui permettent de satisfaire les besoins de l’utilisateur et de viser la démocratisation de leur utilisation à grande échelle. L’avancement technologique actuel a créé la nécessité de produire des machines de plus en plus performantes, faciles à utiliser et permettant de répondre aux besoins des utilisateurs. Pour atteindre ces objectifs, ces machines doivent être en mesure d’interférer d’une façon harmonieuse avec l’utilisateur. Cela n’est possible que si ces systèmes sont capables de comprendre la communication humaine. Cette dernière se fait à travers plusieurs modalités naturelles telles que la parole, les gestes, le regard et les expressions faciales. En s’inspirant de la communication humaine, les systèmes multimodaux ont était développés pour combiner plusieurs modalités en fonction de la tâche, des préférences et des intentions communicationnelles. Cette thèse s’inscrit dans ce cadre. Elle a pour thème principal la fission multimodale pour les systèmes d’interactions. L’objectif principal de nos travaux de recherche est triple. En premier lieu, nous proposons une architecture qui est très utile dans un système multimodal. Cette architecture est modélisée, spécifiée formellement et raffinée par l’emploi de réseaux de Pétri colorés. Elle réalise un module de fission multimodale. En second lieu, nous avons créé une ontologie du domaine qui décrit l’environnement du système multimodal. Ce modèle contient également les différents scénarios applicables pour la réalisation de la fission. Ces scénarios sont stockés sous forme de patterns. Notre algorithme de fission repose sur l’utilisation de la technique de pattern. Nous avons défini deux patterns 1) pattern de fission : sélectionne les sous-tâches élémentaires d’une commande complexe et 2) pattern de modalité : associe à chaque sous-tâche le ou les modalités adéquates. En troisième lieu, nous avons proposé une nouvelle méthode/technique basée sur le contexte en utilisant les réseaux bayésiens pour résoudre les problèmes d’ambiguïté ou d’incertitude dans un système de fission multimodal. Ces techniques ont été validées par des études de cas et en utilisant les réseaux de Pétri colorés et l’outil de simulation CPN-Tools. Ainsi, deux applications ont été implémentées : 1) une interface pour le contrôle d’un robot. Elle peut être utilisée pour assister des handicapés ou des personnes âgées. Cette interface est implémentée pour valider l’utilisation de la technique de pattern dans le processus de fission et 2) une interface GPS pour indiquer le trajet à un conducteur de voiture. Cette interface est implémentée pour valider notre nouvelle méthode basée sur le contexte en utilisant un réseau bayésien dans le cas d’ambiguïtés ou d’incertitudes

Putting the stars within reach: NASA 3D data-based models in 3D print and virtual reality applications, and their potential effects on improving spatial reasoning skills and STEM interest in underrepresented groups of young female learners

This study examined the effects of data-based astrophysical 3D models delivered via computer based interactions, virtual reality, and 3D prints, on spatial reasoning skills and interest in science, technology, engineering, and mathematics (STEM) for females aged 9-12, in particular from underrepresented groups. Underrepresented, or underserved, audiences refer to the demographic status of, and the services that are offered or presented to, segments of a community, typically not currently being served within a larger population that might benefit from such services (Williams et al., 2009). Research to date has not focussed on the development of STEM interests and spatial reasoning skills of young females, particularly at the time when such young learners are forming potential identities in or with STEM and beginning to think about educational and career-related options. STEM interest has been shown to be a critical component of developing a STEM identity, and can be intertwined with issues of confidence and self-efficacy for young female learners (see e.g., Bian et al., 2017; Blotnicky et al., 2018; Fouad, & Smith, 1996; Simpkins et al., 2006). Mental manipulation and understanding of 2D or 3D objects has been posited as an important STEM skill, helping to indicate future mathematical success, science performance, and potential pursuit of STEM careers (Ganley et al., 2014; Hegarty & Waller, 2005; Rafi et al., 2005; Uttal & Cohen, 2012; Verdine et al., 2014). A mixed methods design was used for this research. In Study 1, a qualitative approach examined potential obstacles to and challenges in working in STEM field for females from underrepresented groups. Unstructured interviews with 11 adult females representing diverse groups and various STEM careers yielded important historical perspectives, along with recommendations for building STEM careers for young females today. The recommendations from Study 1 generated three areas that informed the development of Study 2: the critical role of having a strong mentor, role model, or support system in place along the STEM pathway; the need to work with and engage females in STEM activities and subjects when they are as young as possible, preferably while in primary/elementary school; and the importance of developing a sense of STEM self-efficacy in young females. Study 2 was a quantitative study that investigated the overall research question. Participants were three different groups of young female learners (n = 100), ages 9 -12. The participants worked directly with data-based astrophysical 3D models, in short term interventions in formal and informal educational workshop settings. The interventions concatenated concepts driven by current astrophysical data models, providing authentic learning experiences in full and half day formats through coding, 3D modeling, 3D printing and virtual reality, and delivered by women researchers in STEM. The results showed that such interventions that utilized real world data manipulations and 3D applications as part of hands-on activities significantly increased STEM interest for the participants from underserved groups. Results were not significant for increasing spatial ability. The results are discussed in terms of the need to extend exposure to STEM activities and interventions for females younger than middle school, especially in underserved areas, to encourage interest and self-confidence in further STEM education and future careers. The research also offers recommendations on how to better approach the evaluation of and potential improvement of spatial reasoning skills that take into consideration age and cognitive appropriateness. This study holds promise for helping to engage young and underserved females who might otherwise not have confidence in their abilities or even be aware of their potential to contribute in STEM areas