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Learning an Explanatory Model of Data-Driven Technologies can Lead to Empowered Behavior: A Mixed-Methods Study in K-12 Computing Education

Authors:

Lukas Höper,

Carsten Schulte,

Andreas MühlingAuthors Info & Claims

ICER '24: Proceedings of the 2024 ACM Conference on International Computing Education Research - Volume 1

Pages 326 - 342

https://doi.org/10.1145/3632620.3671118

Published: 12 August 2024 Publication History

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ICER '24: Proceedings of the 2024 ACM Conference on International Computing Education Research - Volume 1

Learning an Explanatory Model of Data-Driven Technologies can Lead to Empowered Behavior: A Mixed-Methods Study in K-12 Computing Education

Pages 326 - 342

Abstract
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Abstract

Background and Context. One goal of K-12 computing education is to teach computational concepts that support learners in responsibly and competently using and evaluating digital technologies. However, recent research indicates that students struggle to make use of such concepts in everyday life. Additionally, research shows that people develop powerlessness and resignation about data-driven technologies, leading to passive user roles. This raises the question of how to support students’ empowerment in navigating and shaping the digital world.

Objectives. This paper presents a study investigating how understanding concepts of data-driven technologies supports students’ empowerment in everyday life. It involves developing an educational approach to support students in relating learned concepts to everyday experiences, called learning explanatory models.

Method. We have developed a Rasch-scaled instrument to measure understanding of data-driven technologies and motivation, intention, and empowered behavior in engaging with them in everyday life. Using this instrument, the study evaluates the explanatory model approach, which specifically supports such relations between concepts learned in computing and students’ everyday experiences.

Findings. The results suggest that understanding of data-driven technologies according to our explanatory model leads to empowered behaviors in everyday interactions with such technologies. They also indicate improvements in students’ understanding, intentions, and empowered behaviors in everyday life, while motivation did not significantly increase. We interpret that the approach supports students to make use of the concepts in everyday life and be more empowered in a digital world.

Implications. This paper demonstrates how the relationship between learning about data-driven technologies and the development of students’ empowerment in everyday life can be examined. It shows how computing education can reduce students’ resignations and powerlessness regarding data-driven technologies and support them in adopting more informed and empowered roles in navigating the digital world.

References

[1]

Anja Achtziger and Peter M. Gollwitzer. 2018. Motivation and Volition in the Course of Action. In Motivation and Action, Jutta Heckhausen and Heinz Heckhausen (Eds.). Springer International Publishing, Cham, 485–527. https://doi.org/10.1007/978-3-319-65094-4_12

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