Challenge Based Learning as authentic learning environment for STEM identity construction

Engineering education more and more adopts Challenge Based Learning. In CBL, students learn in groups by taking on open and challenging projects that draw on a broader STEM knowledge base. The challenges reflect and mimic STEM professional core practices (e.g. higher education) or authentic but pedagogically simplified versions (e.g. secondary education). Challenges also connect to societally relevant themes and issues. CBL thus seems well suited to helping students build a positive STEM identity (seeing oneself and being recognized by others as a STEM person c.q., STEM professional). However, CBL is a very new educational concept with little empirical research yet available. Therefore, this paper explores the question of CBL's contribution to STEM identity development at a conceptual level. What, conceptually, can CBL be expected to contribute to STEM identity development?We first explore the concept of CBL as it is currently defined to find its strengths and weaknesses and improve it. We then look for empirical evidence on the effects of conceptually akin education (such as Design-Based Learning and Project-Based Learning) on STEM identities. When learning effects can be traced using educational theories to conceptual features they share with CBL, these can be building blocks for our modelling of CBL's contribution to the development of STEM identities.Current definitions of CBL were found to be purely enumerative and did not clearly distinguish CBL from related concepts such as Problem Based Learning (PBL) or Design Based Learning (DBL). A new definition for CBL is proposed that is based on an underlying pedagogical vision.It is concluded that CBL and related forms of education can be expected to facilitate the construction of STEM identities. Primarily through a combination of a motivation boost, a higher perception of competence and the CBL and STEM identity construction 2 enjoyable and experiential orientation to STEM that it provides students. However, CBL seems limited with respect to the development of STEM identities in vocational or higher education.Engineering education more and more adopts Challenge Based Learning (CBL). In CBL, students learn in groups by taking on open and challenging projects that draw on a broader STEM knowledge base. The challenges reflect and mimic STEM professional core practices (e.g., higher education) or authentic but pedagogically simplified versions (e.g., secondary education). Challenges also connect to societally relevant themes and issues. CBL thus seems well suited to helping students build a positive STEM identity (seeing oneself and being recognized by others as a STEM person c.q., STEM professional). However, CBL is a very new educational concept with little empirical research yet available. Therefore, this study explores the question of CBL's contribution to STEM identity development at a conceptual level. What, conceptually, can CBL be expected to contribute to STEM identity development? We first explore the concept of CBL as it is currently defined to find its strengths and weaknesses and improve it. We then look for empirical evidence on the effects of conceptually akin education (such as design-based learning and project-based learning) on STEM identities. When learning effects can be traced using educational theories to conceptual features they share with CBL, these can be building blocks for our modeling of CBL's contribution to the development of STEM identities. Current definitions of CBL were found to be purely enumerative and did not clearly distinguish CBL from related concepts such as problem-based learning (PBL) or Design-Based Learning (DBL). A new definition for CBL is proposed that is based on an underlying pedagogical vision. It is concluded that CBL and related forms of education can be expected to facilitate the construction of STEM identities, primarily through a combination of a motivation boost, a higher perception of competence and the enjoyable and experiential orientation to STEM that it provides students. However, CBL seems limited with respect to the development of STEM identities in vocational or higher education.</p

The introduction of IMO, an integrated model for designing for open-­ended play

Designing for open-ended play poses specific new challenges to designers. Designing for closed games includes defining rules and goals to balanced the game properly. A design for open-ended play has no predefined rules and goals. The design needs to provide users with more freedom to continually change goals and rules of play, which distinguishes the field from designs of closed games. Gaining knowledge on the design process of creating this freedom is essential. For this purpose, an integrated model for open-ended play is proposed. This model is based on a combination of two existing models: Hunicke’s Mechanics Dynamics and Aesthetics (MDA) model and Grünvogel’s formal models for game design. Both of the above mentioned existing models are generalized to make them applicable for analyzing open-ended play. In the proposed combined model we distinguish between the perspectives of the design, and the perspective of play. It addresses how to handle changing rules and goals, instead of the assumptions that rules and goals do not change. Furthermore, the model was used to improve our understanding on progression and emergence, two key concepts that are commonly used in game design. The integrated model for open-ended play (IMO) was used in a preliminary case study with a digital play application, an interactive environment for open-ended play named the GlowSteps, to evaluate the model and to underline our insights on emergence and progression.Designing for open-ended play poses specific new challenges to designers. Designing for closed games includes defining rules and goals to balanced the game properly. A design for open-ended play has no predefined rules and goals. The design needs to provide users with more freedom to continually change goals and rules of play, which distinguishes the field from designs of closed games. Gaining knowledge on the design process of creating this freedom is essential. For this purpose, an integrated model for open-ended play is proposed. This model is based on a combination of two existing models: Hunicke’s Mechanics Dynamics and Aesthetics (MDA) model and Grünvogel’s formal models for game design. Both of the above mentioned existing models are generalized to make them applicable for analyzing open-ended play. In the proposed combined model we distinguish between the perspectives of the design, and the perspective of play. It addresses how to handle changing rules and goals, instead of the assumptions that rules and goals do not change. Furthermore, the model was used to improve our understanding on progression and emergence, two key concepts that are commonly used in game design. The integrated model for open-ended play (IMO) was used in a preliminary case study with a digital play application, an interactive environment for open-ended play named the GlowSteps, to evaluate the model and to underline our insights on emergence and progression

Identifying factors for personalized strategies to motivate seniors to adopt a more active lifestyle

Purpose Sedentary lifestyles threaten the independence and wellbeing of the rapidly growing senior population1. This lack of physical activity contributes to symptoms of frailty2. Maintaining or increasing physical activity has many benefits3 and can increase senior independence3. The value of personal profiling (context of work, personal traits ...e tc.) according to personal drivers toward behavioral intention i s accepted. User profiling relates to the goal that the user aims to reach, while psychological factors relate to motivation towards behavior changes6. It is therefore necessary to investigate which profiling factors are important to create personalized motivational strategies for promotion of physical activities. Method In this observational study, community dwelling senior members of a local Dutch senior community center were asked to wear the Xiaomi Band step counters and record their daily activities in diary-like cultural probe with both open and closed questions. Personal trait information, including age, gender, their perceived age, perceived health, participant stage of change7 and their Regulatory Focus8, was collected at the beginning and end of the 3-month test period. Results & Discussion Of the 52 seniors initially recruited, 44 submitted diaries and 15 yielded complete step data. To explore the relationship between participant's personal traits and activities, a word search on the qualitative data from the diaries was done to find how often participants mentioned high, moderate and low intensity physical activity. The number of references which male and female participants made about these levels of physical activity was compared using a non-parametric test correlation analysis using Spearman's rho correlation efficient. With 95% confidence, this analysis implied that female participants undertook a higher diversity of physical activity in terms of intensity compared to male participants (Spearman's rho=0.878). This result suggests that gender is one important profiling factor concerning the promotion of physical activity. A similar analysis was conducted to examine the level of physical activity reported compared to participant's level of perceived health. This analysis indicated, with 99% confidence (Spearman's rho=0.698), that participants with higher perceived health undertook activities with more diverse levels of physical intensity. Further research is needed to see if health or self-efficacy could cause this correlation. In a linear regression analysis, no significant difference was found between the number of steps participants with a different regulatory focus8 (promotion or prevention) made. The number of steps participants completed was correlated with the months that the steps were taken in (February, March, or April). This could be possibly due to the improved weather and could suggest that personalized strategies addressing participant's environment or context can also increase motivation to physical activity

Editorial introduction to Designing for Play as Cultural Production in Childhood:Seeking new grounds

In 2021 the BIN network (Børneforskere i Norden - [Children’s Culture Researchers in the Nordic Countries]) invited researchers from all over the world to meet in order to explore potential relationships and bridges between two research areas, childhood studies and design, that share an interest in play as a topic of research.The conference invited both practitioners and scholars to participate to empower and enrich a landscape for conversation and development in order for the areas to inspire each other. Over 400 people from all over the world participated in sessions during the two-day conference.Based on the conference, we invited authors to contribute to this special issue of Conjunctions. Transdisciplinary Journal of Cultural Participation with the title Designing for Play as Cultural Participation in Childhood. Seeking new grounds

Editorial introduction to Designing for Play as Cultural Production in Childhood:Seeking new grounds

In 2021 the BIN network (Børneforskere i Norden - [Children’s Culture Researchers in the Nordic Countries]) invited researchers from all over the world to meet in order to explore potential relationships and bridges between two research areas, childhood studies and design, that share an interest in play as a topic of research.The conference invited both practitioners and scholars to participate to empower and enrich a landscape for conversation and development in order for the areas to inspire each other. Over 400 people from all over the world participated in sessions during the two-day conference.Based on the conference, we invited authors to contribute to this special issue of Conjunctions. Transdisciplinary Journal of Cultural Participation with the title Designing for Play as Cultural Participation in Childhood. Seeking new grounds

Persuading older adults’ to social and physical activities

No abstrac

Summarizing Patient Preferences for the Competitive Landscape of Multiple Sclerosis Treatment Options

Objective. Quantitatively summarize patient preferences for European licensed relapsing-remitting multiple scle