Collaborative research: integrating spatial computing to enhance elementary environmental science instruction

Millersville University of Pennsylvania received a $426,924 Project Grant from the National Science Foundation's Division of Research on Learning in Formal and Informal Settings under the STEM Education program (CFDA 47.076), awarded on September 15, 2025, with completion targeted for August 31, 2029. This collaborative research initiative delivers an enhanced Shared Waters curriculum that integrates spatial computing technologies—including augmented reality, mixed reality, simulations, and computer modeling—into elementary environmental science instruction. The project targets low-income schools in West Virginia and Delaware to improve students' understanding of local watershed ecosystems while fostering interest in environmental-STEM careers.

The primary deliverables include an updated Shared Waters curriculum with integrated spatial computing technologies, comprehensive professional development modules enabling teachers to implement the enhanced curriculum, and web-based dissemination of curriculum resources. The project employs a quasi-experimental research design with mixed methods evaluation (pre/post-assessments, focus groups, and platform analytics) to assess the impact of interactive instructional technologies and career avatars on student learning outcomes, engagement, and career interest in environmental-STEM fields. By providing a scalable model for spatial computing integration in environmental science education, the initiative aims to empower elementary students as informed environmental stewards while generating evidence-based findings on effective STEM instructional practices for underserved communities.

Abstract

Clean water resources play an important role in the life of rural communities. Set in the context of low-income communities in west virginia and delaware, this project aims to foster elementary school students' understanding of local watershed ecosystems, addressing critical environmental challenges while sparking interest in environmental-STEM (E-STEM) careers. To achieve these aims, the project enhances an existing shared waters curriculum by integrating local outdoor learning with new tools including augmented reality, mixed reality, simulations, and computer modeling technologies. Through this initiative, students and teachers working in schools in west virginia and delaware will gain access to innovative, interactive tools that empower students to become informed environmental stewards and engaged learners in STEM fields. The project will investigate the impact of spatial computing technologies on student learning outcomes, engagement, and interest in E-STEM careers. Research questions compare the proven curriculum (CONTROL) with the enhanced spatial computing curriculum (EXPERIMENTAL) and evaluate the impact of local partnerships and selectable mixed reality avatars on student interest in E-STEM careers. Using a quasi-EXPERIMENTAL design, researchers will explore how interactive instructional technologies and career avatars enhance elementary school students' comprehension of environmental science content and foster interest in E-STEM careers. Mixed methods, including pre/post-assessments, focus groups, and spatial computing platform analytics, will evaluate the project's effectiveness. Planned deliverables include an updated shared waters curriculum, professional development modules for teachers that enable them to implement the curriculum, and web-based dissemination of curriculum resources. By providing a scalable model for integrating spatial computing into elementary grade-level environmental education, this project contributes to educational excellence and workforce development. This project is funded by the innovative technology experiences for students and teachers (ITEST) program, which supports projects that build understandings of practices, program elements, contexts and processes contributing to increasing students' knowledge and interest in science, technology, engineering, and mathematics (STEM) and information and communication technology (ICT) careers. This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the foundation's intellectual merit and broader impacts review criteria.- subawards are planned for this award.