Abstract:

In an age where self-expression is limited to emojis, hashtags and TikTok videos; an instant connection is needed to provoke student interest. However, students' attention levels vary widely based on factors like motivation, emotion, enjoyment and time of day.

As the COVID-19 pandemic progressed, the number of Zoom screen time hours was added to this list. As a result, the incredible task of educators over the past two years required transitioning to a student-centered learning experience that was simplified, interactive, and adaptable. Using Computational Thinking Techniques (CTT), we implemented instructional strategies which assisted students in decomposing STEM course content into manageable concepts to recognize patterns, use abstraction and construct feasible solutions for real-world problems. This model will allow us to build upon the current positive student outcomes seen in grade improvement, student and instructor rapport, as well as content retainment via engagement. Research has indicated that, “ Quantitative and data-centric problems can be solved using computational thinking and an understanding of computational thinking will give students a foundation for solving problems that have real-world and social impact.” Continuing our efforts with the use of CTT, we focused on five participants during a summer program that assisted students in STEM topics to observe if similar outcomes can be seen for research engagement. The participants selected were both high school and university undergraduate students .

Projects that we highlighted included: “Predicting Facial Masking Efficacy Using Wireless Sensor Networks”, “Object Recognition using Color Coding Detection” and "Environmental Impact in Visual Sensor Networks Based on Energy Consumption" which had both mathematics and computer science elements. Plans to engage larger undergraduate cohorts with CTT will be integrated into intro-level computing, data science and mathematics courses as well as Big Idea micro-projects during the Fall 2023 semester. The data obtained in this study assisted in evaluating our research question's goals seen below.

1. How can computational thinking improve student engagement for STEM course content via in-person and online learning?

2. How can computational thinking techniques be used to improve engagement in STEM research projects in secondary and undergraduate students ?

Keywords:

Computational Thinking, student engagement, STEM, virtual learning.