Promoting Equitable Learning Outcomes for Underserved Students in Open-Ended Learning Environments

Joyce Horn Fonteles, Celestine E. Akpanoko, Pamela J. Wisniewski, Gautam Biswas

Abstract: Computer-Based Open-Ended Learning Environments (OELEs) are designed to challenge learners to become proficient problem-solvers and develop the ability to independently solve complex problems. However, the traditional focus of OELE research has been on demonstrating overall learning gains, potentially overlooking students who struggle in these environments. To address this gap, we take a social justice-based approach by studying 99 sixth-grade students who participated in a week-long classroom study. We first assessed learning outcomes across all then identified 20 students who failed to do well. We qualitatively analyzed video recordings of their interactions with the OELE to understand why they struggled and to determine if interface issues inhibited their learning. Five themes emerged: (1) challenges in knowledge acquisition; (2) challenges in scaffolding learning; (3) disregarding system guidance, (4) not leveraging supporting tools; (5) and getting discouraged by incorrect answers. Based on our findings, we make design recommendations for OELEs to better support underserved learners, recognizing that failure is an important catalyst for motivating improvements in child-centered design.