Research

Areas of research interests and experience:

  • Studying and designing interactive learning environments in-and-out-school;
  • Learning technologies and digital media: critical digital media literacies, participatory media and popular culture, and educational technology design with learners and educators;
  • Mixed methods and  design research;
  • Finally, using digital media and technology as social, technical, historical, and political systems to better understand ways to: (1)  learn and interact across place and space with each other and with technology; (2) balance between theory, pedagogy, and technology; and (3)  think about ethics in future, present, and past in relation to innovations  (i.e., past, present, and future of technology, innovation, and science).

As a PhD student in Learning, Literacies, and Technologies, my research interests are at the intersection between Learning Sciences and Educational Technology. Drawing upon research from the Learning Sciences, Digital Media and Communication, and Education Studies, I study and design learning environments mediated by educational technology and digital media to improve learners engagement and participation in STEM-related domains with focus on -Science, Technology, and Society-, namely, looking at learning social, historical, and political dimensions in relation to STEM education.

I am a research assistant at the Center for Science and the Imagination since 2016, where I have been working on interdisciplinary projects that combine educational technology, digital media, transmedia, public participation in science, and learning sciences.

The projects I have been involved in enabled me to work with diverse teams  and explore different learning settings and spaces (virtual, in-school and out-school), contexts (e.g., informal education such as museums, K12 classrooms, higher ed, hybrid), technologies (e.g., games, intelligent tutoring systems, online platforms, and social media), and methodologies (e.g., design-based research, mixed methods, qualitative inquiry, quantitative analysis, user experience methods). In my studies and work at ASU I have had an experience with multiple design research methods and interaction design, including: interviews, user experience testing, observations, affinity diagramming, think-a-aloud, personas, scenarios design, Business Origami, eye-tracking, and co-design. Finally, I have been developing interdisciplinary expertise in learning sciences, psychology, and human-computer interaction, through my work in the following areas: imagination and possible selves, play and game-based learning, digital literacies, transmedia storytelling, collaborative learning and interactive engagement, STEM identities, explanation and constructive dialog, and peer interaction and help giving behavior. For more details check the projects below.

Working as a graduate research assistant at Center for Science and the Imagination at ASU with my advisor Dr. Ruth Wylie, I’ve been involved in multiple National Science Foundation projects and other projects.

Building on my academic work and earlier work in out of school environments, my most recent work for my dissertation project focuses on social and political aspects of STEM education, specifically, ethics in STEM and equity approaches in community-based learning environments.

(1) Participation and Engagement in Out of School STEM Hands-On Activities in a Community-based Organization Program

In this work I am partnering with Al-Rowad for Science and Technology community based organization for STEM education to co-design equitable learning environments for a historically marginalized population in the Arab Palestinian society in Israel. Leveraging hands-on activities for interdisciplinary STEM that the organization engineered, my goal is to study existing practices in this organization and co-design with the community members interactive pedagogical approaches to enhance this learning environment.

You can read in Arabic about an initial summary of the work we’ve done so far (here).

Selected publications and presentations around these topics:

Mawasi A., Wylie, R., Gee, E. (2020, Accepted). 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., (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.

(2) Equity-oriented approaches in the design of learning environments (with and without digital media and learning technologies)

Selected publications and presentations around these topics:
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.  

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

(3)

Increasing Learning and Efficacy about Emerging Technologies through Transmedia Engagement by the Public in Science-in-Society Activities / # 1 5 1 6 6 8 4

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. I have been engaged in data collection in schools and museums, usability testing of a game, analyzing and coding data of surveys and interviews, conducting literature reviews, and writing and contributing to publications.

Selected publications from this project:

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.

Peter N., Mawasi A., Wylie R. (2020). Fostering science identity through transmedia storytelling: a mixed methods approach. In International Conference of the Learning Sciences. ICLS2020.  


[Chapter co-author]
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]
Nagy P., Mawasi A., Wylie R., & Finn E. (Dec, 2019). Narrative-based activities for science and science ethics education: The Frankenstein200 experience. Arizona Educational Research Organization (AERO), 32nd Annual Conference. AZ, USA. 

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. 

Aguilera, E., Olivia S., Mawasi, A., & Cortes, L. (November, 2018). Expanding Analytical Perspectives on Digital-Age Literacies. Literacy Research Association, Indian Wells, CA.

 [Poster proposal, 3rd place award] "Examining Individual and Collaborative Interactive Engagement in Transmedia Storytelling Learning Environment"

(4)

Improving Student Help-Giving with Ubiquitous Collaboration Support Technology  / #1 7 3 6 1 0 3

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 skills (Fall 2018 to Fall 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. In this work I managed and led multiple activities for the classroom implementation and learning / education related aspects of the project, this includes: pilot studies at school with 7-8th grade students, conducting the study and implementing the technology in classrooms across multiple iterations and design cycles, interviewing students across three studies, analyzing and coding quantitative and qualitative data, developing measurement instruments, developing and implementing a strategy for design-based research process and data collection for pilots and at school, writing reports and field notes of studies, conducting literature reviews, and active contributions to writings and publications.

Selected publications and presentations from this project:
Mawasi A., Ahmed, I., Walker E., Wang, S., Whitehurst, A., Wylie R. (2020). Using Design-Based Research to Improve Help Giving in Middle School Math Classroom. In International Conference of the Learning Sciences. ICLS2020. 


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).

(5) Cognitive Engagement in Learning Environments through the Lens of ICAP:

ICAP Framework
The ICAP framework (Interactive, Constructive, Active, and Passive)  (Chi & Wylie, 2014) provides a taxonomy to understand students interactive and constructive engagement in learning environments (both face to face and using technology). The core argument of the framework is that the more engaged the learner is with the learning materials and instructions, the more the deeper they will learn (Chi & Wylie, 2014).

a. My work on ICAP began at the Center for Science and the Imagination, where I conducted a literature review on the uses of ICAP of work published between (2015-2018) and I proposed a study that aims to examine learners engagement with hands-on activities and digital media tools based on the taxonomy of ICAP. The poster won a third-place Poster award from the Institute for Social Science Research at ASU in Spring 2018: Examining Individual and Collaborative Interactive Engagement in Transmedia Storytelling Learning Environment”.

b. In Spring 2020, I conducted a co-design session with teachers in a community based organization for STEM education. I introduced to them the framework as a way to reflect on existing practices in the organization and ways the framework could help us think about the classroom and programs activities.

c. In Fall 2018, I worked as a part-time research assistant at Learning and Cognition Lab. I did data collection with lab members in  a school where teachers used instructions that were developed based on ICAP framework for middle school biology classrooms. I also coded ~5 hours of videos from the classroom based on the framework taxonomy.