SELECTED PROJECTS


Across these projects, I collaborat with students, teachers, computer scientists, and community-based organizers to conduct studies across multiple education settings (classrooms, online, museums, local communities). 


Topics: Learning, technologies and digital media, design-based methods, mixed methods, critical STEM and ethics, educational equity and justice, collaborative learning, and interactive engagement.

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NSF National AI Institute for Student-AI Teaming

NSF Grant # 2 0 1 9 8 0


Research focus: (1) Broadening participation in AI-technologies and ethical aspects of AI through co-design processes with youth and teachers; (2) Co-Design Methodologies for Artificial Intelligence in Education. (3) Examining Collaborative Processes and Interactive Engagement in Co-Design. 

Learners’ Engagement in Transdisciplinary STEAM Activities: A Mixed Methods Analysis of Perceptions, Self-Efficacy, and Self-Determination Within an Out-Of-School Science Program

 

In partnership with Al-Rowad for Science and Technology 


Selected related publications:


Mawasi, A., Wylie, R., Ganaiem, W., & Ganaiem, M. (2021). Identifying Research-Practice Tensions and Belief Shifts through Co-Design Processes. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 545-548). Bochum, Germany: International Society of the Learning Sciences.


Mawasi, A., Wylie, R., & Nagy, P. (2021). Exploring Self-Efficacy Shifts within an Informal STEM Program. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 923-924). Bochum, Germany: International Society of the Learning Sciences.


Mawasi, A., Wylie, R., & Mishra, P. (2021). Expanding Science Learning within Community-Based Hands-on Transdisciplinary STEAM Experiences. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 925-926). Bochum, Germany: International Society of the Learning Sciences. 


Mawasi A., Wylie, R., Gee, E. (2020). Learners’ Perceptions of Participating in STEM Hands-On Activities in an Out-Of-School Community-Based Organization Program. Connected Learning 2020. Full research paper. To appear in CLS2020 Proceedings published by the Carnegie Mellon ETC Press.


Mawasi A. (June, 2020). Co-Design with Community-based Organizations Members to Explore Educational Possibilities as a Pedagogical Approach. Position paper for Teaching the Next Generation of Child-Computer Interaction Researchers and Designers Workshop. Interaction Design for Children Conference (IDC 2020).


Mawasi A., (March, 2020). A Community-Based Organization Efforts for Equity-Oriented STEM Education Practices. 2020 Social Embeddedness Network, Arizona State University. Conference was in an online format due to COVID19.


Other: 

Mawasi A., Aguilera, E., Wylie R., & Gee, E. (2020). Neutrality, "New" Digital Divide, and Openness Paradox: Equity in Learning Environments Mediated by Educational Technology. In International Conference of the Learning Sciences. ICLS2020.

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NSF #1516684 Increasing Learning and Efficacy about Emerging Technologies through Transmedia Engagement by the Public in Science-in-Society Activities 


 

This NSF project uses the narrative of Frankenstein to engage the public with activities that aims at increasing the efficacy of learners towards STEM topic. These activities were diverse and included an online game with 10 episode videos, hands-one activities, and series of events around the theme of Frankenstein.


In this project, I have been engaged in several research activities around science ethics, public participation in science, transmedia storytelling, game-based learning, and learning in and out of school.


Selected publications:


Mawasi A., Nagy, P., Finn, E., & Wylie, R. (2021). Narrative-Based Learning Activities for Science Ethics Education: an Affordance Perspective. Journal of Science Education and Technology, 1-11.


Mawasi, A., Nagy, P., Finn, E., & Wylie, R. (2021). Using Frankenstein-themed science activities for science ethics education: An exploratory study. Journal of Moral Education, 1-17.


Nagy, P., Mawasi A., Wylie, R. (2020, Accepted). Narrative-based Hands-On Activities for Science and Science Ethics Education: The Frankenstein200 Experience. Connected Learning 2020. Conference canceled, to appear in CLS2020 Proceedings published by the Carnegie Mellon ETC Press.


Mawasi A., Nagy, P., Wylie R. (2020). Systematic Literature Review on Narrative-Based Learning in Learning Environments Mediated by Educational Technology and Digital Media (2007-2017). In International Conference of the Learning Sciences. ICLS2020.


Nagy, P., Mawasi, A., & Wylie, R. (2020). Fostering Science Identity Through Transmedia Storytelling: A Mixed-Methods Approach. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2 (pp. 873-874). Nashville, Tennessee: International Society of the Learning Sciences.


Aguilera, E., Stewart, O. G., Mawasi, A., & Cortés, L. E. (2020). Seeing Beyond the Screen: A Multidimensional Framework for Understanding Digital-Age Literacies. In P. Sullivan, J. Lantz, & B. Sullivan (Eds.), Handbook of Research on Integrating Digital Technology With Literacy Pedagogies (pp. 1-31). Hershey, PA: IGI Global. doi:10.4018/978-1-7998-0246-4.ch00 1 [Other Conference Proposals]


Mawasi, A., Nagy, P., & Wylie, R. (April, 2019). What does Ethics Mean? Middle School Students Perceptions of Science Ethics. American Education Research Association for the 2019 Annual Conference.


[Poster proposal, 3rd place award] Mawasi A. (2018) "Examining Individual and Collaborative Interactive Engagement in Transmedia Storytelling Learning Environment"

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NSF #1736103 Improving Student Help-Giving with Ubiquitous Collaboration Support Technology

With: Dr. Ruth Wylie and Dr. Erin Walker 


I have collaborated with an interdisciplinary team of teachers, computer scientists, and learning scientists to design and study a set of curriculum materials and educational technology aimed at improving students’ help-giving and collaborative learning skills (2018-2019). The learning experience includes several opportunities for students to collaborate and help each other through face-to-face and online interactions. The objectives of the project are to examine students’ patterns of collaboration and help-giving behaviors across the different activities to provide adaptive support to students using educational technology. 


Selected publications:  

Mawasi, A., Ahmed, I., Walker, E., Wang, S., Marasli, Z., Whitehurst, A., & Wylie, R. (2020). Using Design-Based Research to Improve Peer Help-Giving in a Middle School Math ClassroomIn Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2 (pp. 1189-1196). Nashville, Tennessee: International Society of the Learning Sciences.


Ahmed, I., Mawasi, A., Wang, S., Wylie, R., Bergner, Y., Whitehurst, A., & Walker, E. (2019, June). Investigating Help-Giving Behavior in a Cross-Platform Learning Environment. In International Conference on Artificial Intelligence in Education (pp. 14-25). Springer, Cham.


Ahmed, I., Girotto, V., Mawasi, A., Whitehurst, A., Wylie, R., & Walker, E. (2019, January). Co-Design for Learner Help-Giving Across Physical and Digital Contexts. In International Conference on Computer-Supported Collaborative Learning (p. 545-548; Vol. 2).