Minecraft Server Project

2017 ◽  
pp. 197-219
Author(s):  
Ugochi Acholonu ◽  
Jessa Dickinson ◽  
Dominic Amato ◽  
Nichole Pinkard
Keyword(s):  
Middle School ◽  
African American ◽  
Learning Environment ◽  
Blended Learning ◽  
Computer Science ◽  
Geographic Distribution ◽  
Learning Opportunities ◽  
Middle School Girls ◽  
Design Recommendations ◽  
School Girls

Opportunities to participate in computing-related informal programs are limited in terms of quantity and geographic distribution. This limitation is due, in part, to the dearth of adults who have the expertise to mentor youth on computational concepts. This chapter introduces the Digital Youth Network Minecraft Server Project, which aims to reduce the barriers to for non-expert adults to be able to provide informal, computing-related learning opportunities to diverse youth. Using Minecraft, an online multiplayer game, the authors investigate a blended approach to mentorship that diversifies who can lead informal computing opportunities. This study examines learner-mentor interactions in a Synchronous Blended Learning Environment (SBLE) focused on engaging African American and Latina middle school girls in computer science. The chapter concludes with design recommendations for SBLEs to better support the needs of mentors facilitating computing opportunities for African American and Latina middle-school girls.

Minecraft Server Project

2018 ◽  
pp. 818-836
Author(s):  
Ugochi Acholonu ◽  
Jessa Dickinson ◽  
Dominic Amato ◽  
Nichole Pinkard
Keyword(s):  
Middle School ◽  
African American ◽  
Learning Environment ◽  
Blended Learning ◽  
Computer Science ◽  
Geographic Distribution ◽  
Learning Opportunities ◽  
Middle School Girls ◽  
Design Recommendations ◽  
School Girls

Opportunities to participate in computing-related informal programs are limited in terms of quantity and geographic distribution. This limitation is due, in part, to the dearth of adults who have the expertise to mentor youth on computational concepts. This chapter introduces the Digital Youth Network Minecraft Server Project, which aims to reduce the barriers to for non-expert adults to be able to provide informal, computing-related learning opportunities to diverse youth. Using Minecraft, an online multiplayer game, the authors investigate a blended approach to mentorship that diversifies who can lead informal computing opportunities. This study examines learner-mentor interactions in a Synchronous Blended Learning Environment (SBLE) focused on engaging African American and Latina middle school girls in computer science. The chapter concludes with design recommendations for SBLEs to better support the needs of mentors facilitating computing opportunities for African American and Latina middle-school girls.

African-American Middle School Girls: Influences on Attitudes toward Computer Science

2016 ◽  
Vol 18 (3) ◽  
pp. 14-23 ◽  
Author(s):  
Ashley Robinson ◽  
Manuel A. Perez-Quinones ◽  
Glenda Scales
Keyword(s):  
Middle School ◽  
African American ◽  
Computer Science ◽  
Middle School Girls ◽  
School Girls

Girls, Games, and Intrepid Exploration on the Computer

2011 ◽  
pp. 727-732 ◽  
Author(s):  
Jill Denner ◽  
Steve Bean
Keyword(s):  
Middle School ◽  
Computer Science ◽  
Learning Environments ◽  
After School ◽  
School Program ◽  
Middle School Girls ◽  
Women's Participation ◽  
After School Program ◽  
School Girls ◽  
Problem Solvers

One way to increase women’s participation in technology is to create more female independent problem solvers on the computer, or what Sherry Turkle (cited in Margolis & Fisher, 2002) calls “intrepid explorers.” Studies of students who persist in computer science have shown the importance of being “intrepid”—having the desire to explore without fear of breaking the computer, and the confidence to solve problems and deal with setbacks (Margolis & Fisher, 2002). An intrepid explorer is creative and fearless about trying new things on the computer. However, how do people become intrepid explorers? How can learning environments support them? This article addresses these questions by describing ways to support girls to explore intrepidly on computers. These strategies are grounded in previous research as well as our own research on an after school program for middle school girls.

Exploring African American Middle-School Girls' Perceptions of Themselves as Game Designers

2017 ◽  
pp. 49-61 ◽  
Author(s):  
Jakita O. Thomas ◽  
Rachelle Minor ◽  
O. Carlette Odemwingie
Keyword(s):  
Middle School ◽  
African American ◽  
Game Design ◽  
Middle School Girls ◽  
Design Cycle ◽  
School Girls ◽  
Algorithmic Thinking

Computational algorithmic thinking (CAT) is the ability to design, implement, and assess the implementation of algorithms to solve a range of problems. Supporting Computational Algorithmic Thinking (SCAT) is a longitudinal project that explores the development of CAT capabilities by guiding African American middle-school girls through the iterative game design cycle, resulting in a set of complex games around broad themes. This paper explores African American middle-school girls' (called SCAT Scholars) perspectives of their SCAT experience and perceptions of themselves as game designers.

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