Browsing by Author "Dixon, Maressa"

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    Impact of Innovative Technology-Related Interventions on K–12 Students' STEM Career-Related Outcomes: A Meta-Analysis
    (American Educational Research Association (AERA), 2022-04-21) Li, Yue; Dixon, Maressa; Jacobsen, Anna Liss; Maltbie, Anna; Woodruff, Sarah
    This meta-analysis study reviews and synthesizes research and evaluation findings demonstrating the effects of integrating innovative technologies and technology-based learning experiences in STEM education on K-12 students’ STEM career-related outcomes. This study synthesizes a body of research from 1995 to the present, across characteristics of technology-based STEM education interventions, learning contexts, student demographics, and study designs. This study develops an understanding of the extent to which the effects of technology-based STEM education interventions are different for students who are traditionally underserved and underrepresented in STEM education. Findings suggest such interventions have small, positive effects on students’ STEM career outcomes. Interventions serving underrepresented students had larger influences on students’ career outcomes than those serving general student populations.
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    Integrating innovating technology into STEM learning: Preliminary findings from a Meta-Analysis on K-12 students’ STEM career interests
    (2023-10-19) Li, Yue; Dixon, Maressa; Qi, Kunting; Jacobsen, Anna Liss; Woodruff, Sarah
    This paper presents preliminary findings from a meta-analysis study that reviews and synthesizes studies related to the effects of innovative technology-related learning experiences in formal and informal K-12 STEM education on students’ STEM career-related outcomes. This meta-analysis synthesizes a body of research from 1995 to the present, across characteristics of technology-based STEM education interventions, learning contexts, student demographics, and study designs. Findings presented in this paper describe the characteristics of these innovative technology-related educational interventions, including intervention content, format, and setting, as well as their collective impact on students’ STEM career aspirations. Variables examined also include whether an intervention aimed at serving students from backgrounds that are traditionally underrepresented and underserved in STEM education and whether an intervention has an explicit career-exploration component. This paper sheds light on the diverse landscape of technology-related STEM education, offering valuable insights for educators, policymakers, and researchers striving to enhance students' pursuit of STEM careers.