ERIC Number: EJ1111442
Record Type: Journal
Publication Date: 2016-Sep
Abstractor: As Provided
Emotional Engagement, Social Interactions, and the Development of an Afterschool Game Design Curriculum
Kwah, Helen; Milne, Catherine; Tsai, Tzuchi; Goldman, Ricki; Plass, Jan L.
Cultural Studies of Science Education, v11 n3 p713-740 Sep 2016
This formative design study examines how a program curriculum and implementation was emergently (re)designed in dynamic relation to the expressed emotions of teachers and students. The context was a yearlong afterschool game design program for STEM learning at an urban and public all-girls middle school. Using Randall Collins' (Interaction ritual chains, Princeton University Press, Princeton, 2004) sociology of emotions framework, our analysis of field notes and video data reveal how the original intended curriculum hindered the generation of positive emotions, mutual foci of attention, and feelings of group solidarity--factors important in the generation of successful group interactions. In response to teacher and student expressed emotions, we took these factors as a guide for redesigning the program curriculum and implementation in order to foster a more positive emotional climate and redirect students' positive emotions toward engagement in learning goals. This study's implications point to the possibilities for designing curricula and program implementations to engender more emotionally responsive environments for STEM learning.
Descriptors: After School Programs, Program Implementation, Teacher Attitudes, Student Attitudes, Games, Design, STEM Education, Urban Schools, Females, Single Sex Schools, Middle School Students, Video Technology, Curriculum, Barriers, Emotional Response, Group Dynamics, Program Development, Interaction
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Authoring Institution: N/A
Grant or Contract Numbers: N/A