@article{kim_chang_deater-deckard_evans_norton_samur_2017, title={Educational games and students' game engagement in elementary school classrooms}, volume={4}, ISSN={["2197-9995"]}, DOI={10.1007/s40692-017-0095-4}, number={4}, journal={JOURNAL OF COMPUTERS IN EDUCATION}, author={Kim, Sunha and Chang, Mido and Deater-Deckard, Kirby and Evans, Michael A. and Norton, Anderson and Samur, Yavuz}, year={2017}, month={Dec}, pages={395–418} }
 @article{won_evans_huang_2017, title={Engagement and knowledge building in an afterschool STEM Club: analyzing youth and facilitator posting behavior on a social networking site}, volume={42}, ISSN={["1743-9892"]}, DOI={10.1080/17439884.2015.1119161}, abstractNote={Social networking sites (SNSs) are popular technologies used frequently among youth for recreational purposes. Increasing attention has been paid to the use of SNSs in educational settings as a way to engage youth interest and encourage academically productive discussion. Potential affordances of using SNSs for education include knowledge building, collaborative communities, and the ability to document and share processes and designs. In this study, the SNS, Edmodo, is examined as an educational tool used with Studio STEM. Results indicated that youth appropriated Edmodo to exhibit engagement and articulate knowledge through reciting facts, acknowledging learning, and documenting progress with the guidance of instructors and facilitators. Based on results, we suggest that efforts to include SNSs in integrative science, technology, engineering, and mathematics programming for youth prioritize consistent monitoring and guidance by supportive and more knowledgeable others as this serves to develop community and encourage youth engagement.}, number={3}, journal={LEARNING MEDIA AND TECHNOLOGY}, author={Won, Samantha G. L. and Evans, Michael A. and Huang, Lixiao}, year={2017}, pages={331–356} }
 @article{schnittka_evans_won_drape_2016, title={After-School Spaces: Looking for Learning in All the Right Places}, volume={46}, ISSN={["1573-1898"]}, DOI={10.1007/s11165-015-9463-0}, number={3}, journal={RESEARCH IN SCIENCE EDUCATION}, author={Schnittka, Christine G. and Evans, Michael A. and Won, Samantha G. L. and Drape, Tiffany A.}, year={2016}, month={Jun}, pages={389–412} }
 @article{evans_schnittka_jones_brandt_2016, title={Studio STEM: A Model to Enhance Integrative STEM Literacy Through Engineering Design}, volume={44}, ISBN={["978-3-319-16398-7"]}, ISSN={["1572-5987"]}, DOI={10.1007/978-3-319-16399-4_5}, abstractNote={Developing and implementing integrative curricula that enhances STEM literacy by providing meaningful connections to the lives of youth is challenging. Equally demanding is to invoke the desired cognitive, social, and affective changes that could positively influence motivation in STEM learning (Katehi, L., Pearson, G., & Feder, M. (Eds.). Engineering in K-12 education. Washington, DC: The National Academies Press, 2009). In this chapter, we present the Studio STEM model, which is comprised of theory, curricula, training, implementation, and assessment that attempts to overcome known barriers. Studio STEM is an out-of-school, design-based science and engineering program intended to engage middle school youth in critical STEM concepts and practices. The design principles that frame the model include: curricula based on science inquiry, engineering design, studio-based learning, technology-enhanced experiences and opportunities, and a focus on community connections through service organizations and businesses. The Studio STEM model addresses several issues identified by recent reports that highlight potential hindrance of full adoption of integrative STEM programming. We offer the framework by which Studio STEM was intentionally designed to be a practical program based on current theory and research. We also discuss details of what constitutes an engineering design-based science learning environment, a description of the program curricula and training, assessment measures used, and results from several implementations of Studio STEM in varying informal learning contexts (Evans et al. International Journal of Social Media and Interactive Learning Environments, 3(2), 1–31, 2014; Schnittka, C. G., Brandt, C. B., Jones, B. D., & Evans, M. A. Advances in Engineering Education, 3(2), 1–31, 2012; Schnittka et al. Looking for learning in afterschool spaces: Studio STEM (2015). Preliminary results suggest positive changes in youth engagement toward and interest in STEM as a result of participating in Studio STEM. As a result, we highlight the connections among theory and research, practical implementations of the program, and positive student and teacher outcomes related to motivation and STEM literacy driven by a focus on engineering design practices as core to these efforts.}, journal={CONNECTING SCIENCE AND ENGINEERING EDUCATION PRACTICES IN MEANINGFUL WAYS: BUILDING BRIDGES}, author={Evans, Michael A. and Schnittka, Christine and Jones, Brett D. and Brandt, Carol B.}, year={2016}, pages={107–137} }
 @article{nino_evans_2015, title={Fostering 21st-Century Skills in Constructivist Engineering Classrooms With Digital Game-Based Learning}, volume={10}, ISSN={["1932-8540"]}, DOI={10.1109/rita.2015.2452673}, abstractNote={Video games can be considered constructivist instructional materials because of their potential to promote student-centered opportunities in the classroom. Since the emergence of this educational trend, called digital game-based learning, several studies have been conducted to evaluate the effect that learning or recreational video games have had on learners and on their mastery of learning objectives. Many of these studies have focused on specific sets of skills that specific video games can promote. Nevertheless, there is evidence that any type of video game, regardless of its learning or recreational nature, can help students develop certain knowledge, skills, and attitudes (KSAs) that could be useful for engineering courses and projects. This evidence also suggests that digital game-based learning contributes to 21st-century skills that are necessary for competitive engineering professionals. This literature review will describe the KSAs that could be promoted in constructivist-oriented classrooms when learners engage in any type of video game. This research paper will focus on how engineering students can develop 21st-century KSAs that are implicit in each gaming opportunity, such as high-order thinking and decision-making skills, persistence, socialization, leadership skills, self-confidence, and autonomy and self-regulation.}, number={3}, journal={IEEE REVISTA IBEROAMERICANA DE TECNOLOGIAS DEL APRENDIZAJE-IEEE RITA}, author={Nino, Miguel and Evans, Michael A.}, year={2015}, month={Aug}, pages={143–149} }
 @article{evans_nino_deater-deckard_chang_2015, title={School-Wide Adoption of a Mathematics Learning Game in a Middle School Setting: Using the TPACK Framework to Analyze Effects on Practice}, volume={24}, ISSN={["2243-7908"]}, DOI={10.1007/s40299-014-0225-y}, number={3}, journal={ASIA-PACIFIC EDUCATION RESEARCHER}, author={Evans, Michael A. and Nino, Miguel and Deater-Deckard, Kirby and Chang, Mido}, year={2015}, month={Sep}, pages={495–504} }
 @article{won_evans_carey_schnittka_2015, title={Youth appropriation of social media for collaborative and facilitated design-based learning}, volume={50}, ISSN={["1873-7692"]}, DOI={10.1016/j.chb.2015.04.017}, abstractNote={The purpose of this paper is to report on the ways that middle school age youth in the US appropriated a social networking forum (SNF) during an afterschool integrative STEM program, Studio STEM. SNFs are a form of social media created predominantly for social interaction and maintenance of relationships. In design-based learning environments, SNFs have the potential to facilitate the documentation of the design process from collaborative idea generation through testing and refinement. These records can be accessed from anytime and anywhere with Internet access, providing opportunities for youth to draw connections between classroom and afterschool environments. Studio STEM was designed intentionally to expose youth to scientific concepts related to electrical generation and energy transformations through collaborative design of lights powered through motion. Concurrently, facilitators encouraged youth to post to the SNF, Edmodo. All posts were analyzed using the theoretical framework of connected learning in which peer and instructor interactions mediated through SNFs might enhance learning. Results indicate that youth appropriated Edmodo to connect with others, articulate knowledge, and exchange design ideas. Facilitators played a strong role in encouraging youth to persist with design refinement through the use of Edmodo. Results suggest that youth are open to using SNFs to collaborate and provide updates on design processes, which is encouraging in terms of blending formal and informal STEM learning environments with social media.}, journal={COMPUTERS IN HUMAN BEHAVIOR}, author={Won, Samantha G. L. and Evans, Michael A. and Carey, Chelsea and Schnittka, Christine G.}, year={2015}, month={Sep}, pages={385–391} }