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Using Virtual and Augmented Reality (VR/AR) and 3D printing, the project developed culturally responsive, problem-solving modules through co-design with educators, community members, and students from three Oklahoma tribes. Results indicate significant improvements in engagement and motivation, despite attendance and COVID-19 disruptions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/designing-futures-place-based-stem-learning-through-cultural-and-spatial-innovation/600488/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/designing-futures-place-based-stem-learning-through-cultural-and-spatial-innovation/600488.png","ImageObject",300,407,{"name":92,"@type":93},"OmBimo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What educational frameworks does the study integrate to support STEM engagement?","Question",{"text":112,"@type":113},"The study integrates Place-Based Education (PBE), Culturally Relevant Teaching (CRT), and Problem-Based Learning (PBL) to connect STEM learning with students’ cultural and spatial contexts.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which technologies and learning activities were used in the program?",{"text":117,"@type":113},"Students used Virtual and Augmented Reality (VR/AR) and 3D printing to solve spatial design problems, supported by culturally responsive modules and hands-on hackathons.",{"name":119,"@type":110,"acceptedAnswer":120},"How was the curriculum developed and evaluated?",{"text":121,"@type":113},"A Design-Based Research (DBR) approach supported an iterative co-design process with educators, community members, and students from three Oklahoma tribes. Mixed methods evaluated student interest, motivation, and STEM identity.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600488,1792171835,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893581,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Designing Futures: Place-Based STEM Learning through Cultural and Spatial Innovation  \nTilanka Chandrasekera, Oklahoma State University, USA Tutaleni Asino, Carnegie Mellon University, USA Nicole Colston, Oklahoma State University, USA  \nAbstract  \nThis study examines how culturally grounded and immersive design pedagogies can enhance STEM engagement for Native American middle school students, integrating Place-Based Education (PBE), Culturally Relevant Teaching (CRT), and Problem-Based Learning (PBL) .  \nUtilizing Virtual and Augmented Reality (VR and AR) and 3D printing, the project aimed to boost student interest and engagement in STEM through culturally responsive, problem-solving modules. A Design-Based Research (DBR) methodology facilitated a co-design process with educators, community members, and students from three Oklahoma tribes (Citizen Potawatomie Nation, The Otoe-Missouria Tribe, and United Keetoowah Band of Cherokee Indians) to develop a curriculum incorporating local cultural narratives and environmental contexts. Findings show that place-based and culturally relevant pedagogies significantly enhance STEM education in tribal communities. Native educators effectively adapted the curriculum, integrating tribal origin stories and cultural practices into activities like architectural visualization and design thinking. Despite challenges such as irregular attendance and COVID-19 disruptions, the program successfully increased student engagement and motivation, particularly through hands-on hackathons. This research underscores the transformative potential of combining PBE, CRT, and PBL with advanced technologies to deepen students'connections to their heritage, enhance learning experiences, and strengthen STEM identities. Future plans include expanding professional development for educators and incorporating career narratives from Native American STEM professionals to further inspire students. Discussing these topics through the tangible contexts of architecture and interior design makes abstract ideas more engaging and accessible for students. As researchers committed to inclusive and community-centered educational design, our engagement with the three partner Tribal Nations stems from a longstanding collaborative relationship grounded in mutual respect. This partnership is guided by reciprocal learning, with communities benefiting through access to emerging technologies, tailored curriculum, and STEM enrichment for their youth.  \nThis study highlights the importance of culturally responsive, place-based STEM education in preparing Native American students for future STEM careers.  \nKeywords  \nCulturally Relevant Teaching, Native American, Place-Based Education, STEM Education, Virtual and Augmented Reality  \nIntroduction  \nPlace-Based Education (PBE) is an instructional approach that emphasizes the concept of place to create authentic, meaningful, and engaging personalized learning experiences for students. When combined with Culturally Relevant Teaching (CRT), which integrates students' cultural  \nreferences into all aspects of learning, it has the potential to enhance educational outcomes. This study aimed to explore whether integrating these two frameworks with Problem-Based Learning (PBL) to solve spatial design problems using technologies such as Virtual and Augmented Reality can improve students' interest in STEM education.  \nA project was developed that focused on an after-school program designed to increase STEM career interests and motivations among Native American middle-school students. Utilizing VR, AR, and 3D printing, students solved spatial design problems through culturally responsive, problem-based learning modules. A generative co-design process involving educators, community members, and students incorporated historical and contemporary cultural knowledge, targeting middle-school students and educators from three tribes in Oklahoma. The project established technology centers in the tribes, an in","cbCaicJCO6u3cZcJ","https://ap.wps.com/l/cbCaicJCO6u3cZcJ","pdf",342258,14,"English","# Abstract\n# Introduction\n# Literature Review\n## Place based education and Design pedagogy","[{\"question\":\"What educational frameworks does the study integrate to support STEM engagement?\",\"answer\":\"The study integrates Place-Based Education (PBE), Culturally Relevant Teaching (CRT), and Problem-Based Learning (PBL) to connect STEM learning with students’ cultural and spatial contexts.\"},{\"question\":\"Which technologies and learning activities were used in the program?\",\"answer\":\"Students used Virtual and Augmented Reality (VR/AR) and 3D printing to solve spatial design problems, supported by culturally responsive modules and hands-on hackathons.\"},{\"question\":\"How was the curriculum developed and evaluated?\",\"answer\":\"A Design-Based Research (DBR) approach supported an iterative co-design process with educators, community members, and students from three Oklahoma tribes. Mixed methods evaluated student interest, motivation, and STEM identity.\"}]","Designing Futures - Place-Based STEM Learning through Cultural and Spatial Innovation | PDF",1792090791,35]