Step up for STEM and Health Careers: An Interactive Digital Resource to Reduce STEM-related Biases and Improve High School STEM Learning Environments
试验速览
- 阶段
- 2 期
- 状态
- 终止
- 入组人数
- 24
- 试验地点
- 2
- 主要终点
- STEM/health career self-efficacy using a modified Career Interest Questionnaire (Christensen, et al., 2014)
研究概览
简要总结
The goal of this randomized controlled trial is to evaluate "Step Up for STEM and Health Careers". The "Step Up for STEM and Health Careers" ("Step Up") game is an interactive, digital resource that includes the key elements of a bystander intervention for high school students to understand the importance of diversity in STEM; it also addresses skills, attitudes, and awareness to attain positive STEM identities and mitigate bias and harassment in STEM and health learning environments.
Participants in the intervention arm will be asked to complete the Step Up interactive game; participants in the comparison group will be asked to view a PowerPoint presentation on bias and harassment in STEM/health fields as the control experience. The Step Up game intervention and study outcomes are theory-based (Theory of Planned Behavior, Social Cognitive Career Theory (SCCT)): we will assess the impact of Step Up on attitudes about STEM/health careers, STEM/health career self-efficacy, and bystander behavior.
详细描述
The goal of this randomized control trial is to evaluate the impact of the "Step Up for STEM and Health Careers" intervention game on STEM/health career and bystander attitudes, as well as self-efficacy. Participants will be randomly assigned to participate in either the Step Up intervention game or the educational PowerPoint presentation.
The "Step Up for STEM and Health Careers" intervention consists of students playing a "Step Up" game to help them understand the importance of diversity in STEM and health careers, attain STEM/health career self-efficacy, and create an inclusive learning environment for others. The control group consists of an educational PowerPoint presentation on the importance of diversity in STEM and health careers, STEM/health career self-efficacy, and creating an inclusive learning environment for others.
The Step Up intervention game (created by Resilient Games Studio (RGS)) consists of six digital episodes that focus on a specific topic: importance of diversity in STEM careers, heuristics and biases, structural biases and intersectionality, harassment, sexual harassment, and bystander behaviors. Each episode includes interactive mini-games to teach theory-based skills and lessons. Adult characters, who serve as "in-game" STEM/health role models, are integrated throughout the game. The game was built based on the Theory of Planned Behavior (TPB) and the Social Cognitive Career Theory (SCCT) to improve STEM/health career and bystander attitudes, as well as self-efficacy.
The educational PowerPoint presentation on bias and harassment in STEM/health fields was also created by RGS and will be used as a control experience for adolescent participants. The PowerPoint presentation will contain sections that correspond to each of the episode topics of the Step Up intervention game.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Other
- 盲法
- None
入排标准
- 年龄范围
- 13 Years 至 19 Years（Child, Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •English-speaking
- •Access to a computer and internet connection
- •Live in Chicago Metropolitan Area
- •Current high school student (enrolled in grade 9-12); or in 12th grade in 2023-2024 school year
排除标准
- 未提供
结局指标
主要结局
STEM/health career self-efficacy using a modified Career Interest Questionnaire (Christensen, et al., 2014)
时间窗: From baseline pre-test immediately preceding randomization to post-test up to 3 days post intervention/comparator
The perception one has the requisite skills and capabilities for attaining a STEM/health career
STEM/health career attitudes using modified Career Interest (Christensen, et al., 2014) and STEM Semantics (Knezek and Christensen, 2008) questionnaires
时间窗: From baseline pre-test immediately preceding randomization to post-test up to 3 days post intervention/comparator
One's beliefs about outcomes associated with STEM/health careers
次要结局
- Knowledge of the value of diversity in STEM/health careers using a questionnaire(From baseline pre-test immediately preceding randomization to post-test up to 3 days post intervention/comparator)
- Intent to pursue a STEM/health career using a modified Career Interest Questionnaire (Christensen, et al., 2014)(From baseline pre-test immediately preceding randomization to post-test up to 3 days post intervention/comparator)
- Intent to intervene as a bystander when witnessing harassment on the basis of race, gender, disability status, etc., using a questionnaire derived from the Bystander Questionnaire (Garza et al., 2023; McMahon and Banyard, 2012)(From baseline pre-test immediately preceding randomization to post-test up to 3 days post intervention/comparator)
研究者
Nicole Thomas
Research Scientist, CATALYST
Ohio State University