A Call for Computer Recess: The Impact of Computer Activities on Predominantly Minority Students’ Technology and Application Self-Efficacy

Abstract

The digital divide limits the flow of potential students through the science, technology, engineering, and mathematics (STEM) pipeline and into STEM careers. The digital divide is a dynamic and constantly evolving concept of digital exclusion that encompasses numerous dimensions and levels. The “usage access gap” and the “second-level divide” both account for differences in how digitally divided people actually use technology. In this study, we employ social cognitive theory as a framework to explore the impact of various kinds of technology usage on predominately minority students’ technology and application self-efficacy. Data were gathered over the course of a large-scale computing intervention that took place in an elementary school district in the southeastern United States. Results indicate that usage access gap activities and second-level divide activities, such as playing games or talking to friends online, may actually help increase students’ technology self-efficacy and computer application self-efficacy. Entertainment and social networking activities provide students with positive direct experiences with technology, which may help close this dimension/level of the digital divide over time. Future computing interventions should consider establishing dedicated “computer recess” time to help digitally divided students increase their technology self-efficacy.

Technology-Assisted Psychosocial Interventions for Childhood, Adolescent, and Young Adult Cancer Survivors: A Systematic Review and Meta-Analysis

“…Innovative research approaches and clinical implementation strategies must account for health disparities associated with digital exclusion or ''usage access gaps'' that AYAs may face. 52 Digital inequality is produced through variability in access to hardware and infrastructure, disparate digital skills, the differential usage/purpose of technology, and variable mental/emotional associations with technology use. Furthermore, demographic factors such as age, gender, race, and socioeconomic status influence the impact of these interrelated barriers (e.g., equipment and internet speed) on access to effective technology use.…”

Gaming the SySTEM: The Relationship Between Video Games and the Digital and STEM Divides

“…This is a particularly importantly area of research because video game consoles are the most commonly owned ICT devices among minorities (Leith & Cotten, 2014). Furthermore, commercial video game use has been tied to higher levels of ICT self-efficacy (Ball, Huang, Francis et al, 2017;Shank & Cotten, 2014), and video games have been shown effective for increasing ICT-related skills (Admiraal, 2015;Ting, 2010). Studies also indicate that commercial video games may be able to effectively increase desirable "graduate attributes" such as adaptability and resourcefulness in higher education settings, which are essential for pursuing STEM careers (Barr, 2017(Barr, , 2018.…”

“…Emotional costs, functioning as a dimension of the digital divide, have in fact been linked to early STEM attitudes among predominately minority students (Ball, Huang, Rikard, & Cotten, 2017). Therefore, the psychological factors associated with the digital divide potentially limit the stream of students who can enter into STEM fields (Ball, Huang, Francis et al, 2017). In general, the digital divide may be naturally connected to STEM fields because they are typically considered technology-centric and require a host of technology-based skills in order to succeed (Carter et al, 2014).…”