Reseach Projects


In my work, I have been collaborating with students, teachers, computer scientists, and community-based organizers to conduct studies across multiple education settings (classrooms, online, museums, local communities). 

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i S A T

Co-Design for Engagement in Critical Perspectives of Emerging Technologies 

This study examines collaborative design for intentional critical engagement with AI and technologies in everyday life with Palestinian youth. 

Research focus: (1) Examining sociopolitical and ethical dimensions for engaging with technologies, such as Artificial Intelligence or/and Digital Media, among young learners; (2) Developing collaborative design space for supporting learning about emerging technologies in society, including ethical and critical explorations of technologies; (3) Exploring ways to support critiquing, investigating, and co-designing of advanced technologies with historically minoritized Palestinian Arab youth.


Related conceptual short papers:

Mawasi, A. & Gee, E. (2021). Conceptualizing Critical Game Design as a Method to Engage Youth with Critical STEM. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 549-552). Bochum, Germany: International Society of the Learning Sciences.


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 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 (pp. 1617-1620). International Society of the Learning Sciences (ISLS).

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. (2023) “You tried one hundred thousand times”: A Learner’s Resisting Behavior(s) towards Self and Collective Rights to Participate Equitably. Third Annual Meeting of the International Society of the Learning Sciences, 2023, 17th International Conference of the Learning Sciences – ICLS 2023 (pp. XX-XX). Montreal, Canada: ISLS.


Mawasi A. & Singha S. (2023) Thinking Artistically: Artistic Compositions of Interactions as a Lens for Understanding Learners Engagement. Third Annual Meeting of the International Society of the Learning Sciences, 2023, 17th International Conference of the Learning Sciences – ICLS 2023 (pp. XX-XX). Montreal, Canada: ISLS.


Mawasi A. & Wylie R. (2023). Thinking about Values and Ethics of Transdisciplinary Science Activities: A Case of Young Arab Learners. Third Annual Meeting of the International Society of the Learning Sciences, 2023, 17th International Conference of the Learning Sciences – ICLS 2023 (pp. XX-XX). Montreal, Canada: ISLS.


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.


NSF National AI Institute for Student-AI Teaming

NSF Grant #201980 

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. 


Selected related publications:

Mawasi A., Cortez A., McKoy A., Penuel W. (2022). “It disrupts power dynamics”: Co-Design Process as a Space for Intergenerational Learning with Distributed Expertise. 16th International Conference of the Learning Sciences – ICLS 2022 (pp. 925-928). International Society of the Learning Sciences, 2022.


Mawasi A. (March 08, 2023). Towards More Just Game Worlds: Conversations with Creative Game Designers. Pop Junctions Magazine.

Completed Research Projects: 

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


 Main PIs: Ruth Wylie, Ed Finn

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:


Ostman, R., Nagy, P., Mawasi, A., Finn, E., & Wylie, R. (2023). Exploring Responsible Research and Innovation in Museums through Hands-on Activities. Curator: The Museum Journal, 66(1), 29-57.


Nagy, P.,Mawasi, A.,Eustice, K., Cook-Davis, A., Finn, E., & Wylie, R. (2022).Increasing learners' self-efficacy beliefs and curiosity through a Frankenstein-themed transmedia storytelling experience.British Journal of Educational Technology, 00, 1–19. https://doi.org/10.1111/bjet.13202


Mawasi, A.,Nagy, P., Finn, E., & Wylie, R. (2022).Narrative-Based Learning Activities for Science Ethics Education: an Affordance Perspective.Journal of Science Education and Technology, 31(1), 16-26.


Mawasi, A.,Nagy, P., Finn, E., & Wylie, R. (2022).Using Frankenstein-themed science activities for science ethics education: An exploratory study. Journal of Moral Education, 51(3), 353-369.


Nagy, P., Mawasi A., Wylie, R. (2020). 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.

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

PIs: 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).