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Much research attention has been focused on learning through game playing. However, very little has been focused on student learning through game making, especially in science. Moreover, none of the studies on learning through making games has presented an account of how students engage in the process of game design in real time. The present study seeks to address that gap. We report an exploratory embedded case study in which three groups of students in one classroom created a computer game designed to teach peers about climate science, while drawing on scientific knowledge, principles of game design, and computational thinking practices. Data sources were student design sheets, computer video, and audio screen capture while students created their game, and interviews after completing the curriculum unit. A theme-driven framework was used to code the data. A curricular emphasis on systems across climate systems, game design, and computational thinking practices provided a context designed to synergistically supported student learning. This embedded case study provides a rich example of what a collaborative game design task in a constructionist context looks like in a middle school science classroom, and how it supports student learning. Game design in a constructionist learning environment that emphasized learning through building a game allowed students to choose their pathways through the learning experience and resulted in learning for all despite various levels of programming experience. Our findings suggest that game design may be a promising context for supporting student learning in STEM disciplines.

Abstract Immunohistochemistry is a crucial method for detecting specific proteins within tissue samples, yet constrained to one biomarker per tissue section. Multiplexed immunofluorescence, while allowing simultaneous visualization of multiple proteins, faces limitations in the number of simultaneous fluorescent labels due to spectral overlap. Although cyclic immunofluorescence techniques have successfully broadened antibody staining capacities in a single tissue sample, they are plagued by time-consuming and labor-intensive procedures, sample degradation risks, and inability to scale beyond thin sections. In this study, we introduce the use of 3D confocal Fluorescence Lifetime Imaging Microscopy as a high-throughput, multiplexed immunofluorescence platform that can differentiate 11 or more biomarkers in 3D tissue volumes. Leveraging both spectral and lifetime information, this approach allows for practical spatial biology in thin sections that can readily scale to larger volumes of tissue. We believe that this highly multiplexed and versatile biomarker imaging platform will significantly expedite cancer research and enable new translational approaches in the future.

Background: Computational approaches in STEM foster creative extrapolations of ideas that extend the bounds of human perception, processing, and sense-making. Inviting teachers to explore computational approaches in STEM presents opportunities to examine shifting relationships to inquiry that support transdisciplinary learning in their classrooms. Similarly, play has long been acknowledged as activity that supports learners in taking risks, exploring the boundaries and configurations of existing structures, and imagining new possibilities. Yet, play is often overlooked as a crucial element of STEM learning, particularly for adolescents and adults. In this paper, we explore "computational play" as an activity that supports teachers' transdisciplinary STEM learning. We build from an expansive notion of computational activity that involves jointly co-constructing and co-exploring rule-based systems in conversation with materials, collaborators, and communities to work towards jointly defined goals. We situate computation within STEM-rich making as a playful context for engaging in authentic, creative inquiry. Our research asks "What are the characteristics of play and computation within computational play? And, in what ways does computational play contribute to teachers' transdisciplinary learning?" Results: Teachers from grades 3-12 participated in a professional learning program that centered playful explorations of materials and tools using computational approaches: making objects based on rules that produce emergent behaviors and iterating on those rules to observe the effects on how the materials behaved. Using a case study and descriptions of the characteristics of computational play, our results show how familiarity of materials and the context of play encouraged teachers to engage in transdisciplinary inquiry, to ask questions about how materials behave, and to renegotiate their own relationships to disciplinary learning as they reflected on their work. Conclusions: We argue computational play is a space of wonderment where iterative conversations with materials create opportunities for learners to author forms of transdisciplinary learning. Our results show how teachers and students can learn together in computational play, and we conclude this work can contribute to ongoing efforts in the design of professional and transdisciplinary learning environments focused on the intersections of materiality, play, and computation.

Objective: This experimental study investigated if watching a brief video detailing an individual's recovery following a suicide attempt increased college student mental health treatment-seeking attitudes and resource engagement more than viewing a psychoeducational video about suicide. Participants: Undergraduate student participants (N = 218) completed the study online. Methods: Participants were randomized to see either the storytelling or one of two narrated psychoeducation videos and complete self-report measures following video viewing. Results: Video condition as well as its interaction with levels of identification with the storyteller/video narrator generally did not predict treatment-seeking attitudes as hypothesized. A small but not statistically significant effect for immediate resource engagement was seen as those in the storytelling condition interacted with online suicide prevention more than those in one of the psychoeducation conditions. Conclusions: These results suggest that brief viewing of storytelling about lived experience with suicide may have minimal impact on treatment-seeking propensity in college students.

Abstract Background Computational approaches in STEM foster creative extrapolations of ideas that extend the bounds of human perception, processing, and sense-making. Inviting teachers to explore computational approaches in STEM presents opportunities to examine shifting relationships to inquiry that support transdisciplinary learning in their classrooms. Similarly, play has long been acknowledged as activity that supports learners in taking risks, exploring the boundaries and configurations of existing structures, and imagining new possibilities. Yet, play is often overlooked as a crucial element of STEM learning, particularly for adolescents and adults. In this paper, we explore computational play as an activity that supports teachers’ transdisciplinary STEM learning. We build from an expansive notion of computational activity that involves jointly co-constructing and co-exploring rule-based systems in conversation with materials, collaborators, and communities to work towards jointly defined goals. We situate computation within STEM-rich making as a playful context for engaging in authentic, creative inquiry. Our research asks What are the characteristics of play and computation within computational play? And, in what ways does computational play contribute to teachers’ transdisciplinary learning? Results Teachers from grades 3–12 participated in a professional learning program that centered playful explorations of materials and tools using computational approaches: making objects based on rules that produce emergent behaviors and iterating on those rules to observe the effects on how the materials behaved. Using a case study and descriptions of the characteristics of computational play, our results show how familiarity of materials and the context of play encouraged teachers to engage in transdisciplinary inquiry, to ask questions about how materials behave, and to renegotiate their own relationships to disciplinary learning as they reflected on their work. Conclusions We argue computational play is a space of wonderment where iterative conversations with materials create opportunities for learners to author forms of transdisciplinary learning. Our results show how teachers and students can learn together in computational play, and we conclude this work can contribute to ongoing efforts in the design of professional and transdisciplinary learning environments focused on the intersections of materiality, play, and computation.

Learning spaces, the practices in which people engage, and the representations they use are ideological. Ideologies are coherent constellations of values, beliefs, and practices that impose order on how disciplines like engineering operate. Historically, engineering spaces have been dominated by a relatively technocratic, rationalistic, and exclusionary ideology, but more recent attention to asset-based approaches to engineering education offers transformative promise. Asset-based ideologies can reshape images of legitimized engineering practice, recasting engineering education to disrupt dominant exclusionary ideologies. This paper describes an assets-based learning space, SETC, that recaptures the imagination of engineering for technological and social change. Drawing from extensive ethnographic observational data, interviews, and artifacts produced in SETC, we describe aspects of this learning space, including the use of representations and practices that specifically support expansive forms of engineering practiced by youth of color. We also explore how SETC's commitment to antiracist and liberatory practices, including shifting relationships to technology and engineering design in service of enhancing life, manifests in its transformative mission to design programs and activities for youth that disrupt dominant ideologies. SETC centers making and tinkering as legitimate expressions of engineering, and we present a case of a youth participant to illustrate the rich engineering learning that the space makes possible. The case features Naeem engineering a gear-based project that expresses his interpretation of Black Lives Matter. Situated in his long history in the learning space, we explore how youth's interactions with conventionalized representations--which serve to maintain dominant ideologies--are enhanced by asset-based commitments. This paper contributes specific recommendations for designing spaces for new ideologies, making engineering education more equitable for youth of color while also expanding notions of what engineering is and the forms that it can take.

Introduction Methods Results Conclusions This study investigated the trajectories of interpersonal stress and psychological pain and their effects on self‐harm behaviors in adolescents and explored the reciprocal associations between interpersonal stress and NSSI/SA.A delay discounting approach was applied to evaluate the degree to which these choices were influenced by two dimensions of reinforcer efficacy—delay and magnitude. The decision‐making task sampled choice behavior across various durations of temporary voluntary removal of firearms (Delay) and differences in stated potential risk of suicide (Magnitude) as a result of that choice.Results of mixed‐effects modeling indicated that the subjective value of immediate access to a firearm was differentially sensitive to both delay and magnitude. Additionally, the scaling of these effects was linked to various other indicators of firearm‐specific safety (e.g., use of trigger locks) and suicidality risk (e.g., intolerance of uncertainty).These results provide additional support for behavioral models of decision‐making (i.e., delay discounting) when evaluating how specific environmental arrangements and framing may support (or potentially discourage) engagement in means safety activities, inclusive of temporary firearms access restriction. These findings suggest that further analysis of the ecological underpinnings of these choices may help to guide more targeted efforts to engage with firearm owners in safety planning when there are concerns about the potential for suicide. [ABSTRACT FROM AUTHOR]

Background: The Interpersonal‐Psychological Theory of Suicide (IPTS), identifies perceived burdensomeness as a critical factor in the development of suicidal ideation. Measurement of perceived burdensomeness using the INQ in research has predominantly focused on liability toward others. Recent studies have demonstrated the role of perceived contribution toward others as an aspect of perceived burdensomeness. This study proposes a hypothesized transactional model of perceived burdensomeness, in which perceived burdensomeness can be viewed as the balance between perceived contributions and perceived liability to others. Method: Participants (n = 1112) were college students (M age = 18.86 years, SD = 1.50) who completed survey measures. Participants were predominantly cisgender women (73.6%), heterosexual (78.8%), and white (58.3%). Results: Perceived contribution was negatively associated with perceived burdensomeness, suicidal ideation, and psychological pain after controlling for perceived liability. Further, the difference between perceived contributions and perceived liability accounted for variability in suicidal ideation after controlling for INQ perceived burdensomeness. Discussion: The inclusion of perceived contribution as an element of perceived burdensomeness may offer new opportunities for clinical formulation and intervention. Future research is needed to further evaluate the proposed transactional model of perceived burdensomeness. [ABSTRACT FROM AUTHOR]

Objective: In 2020, Army National Guard members demonstrated greater risk of suicide than their military and civilian counterparts. Though literature on deployment-related experiences and suicidal ideation (SI) is mixed, investigations of specific deployment-related experiences (e.g., injuries) may further elucidate the relationship between deployment and suicide risk. Deployment-related injuries, including pain severity and functional impairment, have been linked to increased risk of SI, and correlates like perceived burdensomeness (PB) and hopelessness. The current study sought to examine the cross-sectional relationship between deployment-related injuries, including pain severity and functional impairment, and severity of SI through PB and hopelessness. Method: Immediately post-deployment, Army National Guard members (N = 2,261) completed validated self-report measures on past-week SI, PB, hopelessness, and single items regarding injury sustained during deployment and associated functional impairment and pain severity. Results: Indirect effect analyses revealed that experience of deployment-related injury was related to SI through PB and hopelessness (R2 =.1993), functional impairment was related to SI through PB, and pain severity was related to SI through PB. Contrary to hypotheses, hopelessness was not associated with SI when PB was simultaneously considered. Conclusions: Army National Guard members who develop a sense of PB related to their injury and functional impairment of that injury may be at increased risk for suicidal ideation. Military suicide-prevention efforts may be potentiated through targeting distorted cognitions such as PB and hopelessness, especially in service members who have been injured. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to explore the designed cultural ecology of a hip-hop and computational science, technology, engineering, and mathematics (STEM) camp and the ways in which that ecology contributed to culturally sustaining learning experiences for middle school youth. In using the principles of hip-hop as a CSP for design, the authors question how and what practices were supported or emerged and how they became resources for youth engagement in the space. Design/methodology/approach: The overall methodology was design research. Through interpretive analysis, it uses an example of four Black girls participating in the camp as they build a computer-controlled DJ battle station. Findings: Through a close examination of youth interactions in the designed environment -- looking at their communication, spatial arrangements, choices and uses of materials and tools during collaborative project work -- the authors show how a learning ecology, designed based on hip-hop and computational practices and shaped by the history and practices of the dance center where the program was held, provided access to ideational, relational, spatial and material resources that became relevant to learning through computational making. The authors also show how youth engagement in the hip-hop computational making learning ecology allowed practices to emerge that led to expansive learning experiences that redefine what it means to engage in computing. Research limitations/implications: Implications include how such ecologies might arrange relations of ideas, tools, materials, space and people to support learning and positive identity development. Originality/value: Supporting culturally sustaining computational STEM pedagogies, the article argues two original points in informal youth learning (1) an expanded definition of computing based on making grammars and the cultural practices of hip-hop, and (2) attention to cultural ecologies in designing and understanding computational STEM learning environments.

Making as a design-centered learning activity has recently received significant attention in education. We use literacies--how individuals use representations to learn--to explore the STEM literacy practices of experienced designers and makers. Describing makers' representational practices in STEM contexts can inform the design of literacy supports for young makers that can encourage their use of representations to connect STEM disciplines and design practices. We interviewed experienced makers to describe one literacy practice central to design: identifying, organizing, and integrating information. Makers enacted this practice within specific making processes--e.g., designing--with the purpose of sourcing and navigating information related to their chosen problems. The research supports efforts to bridge learning while making with learning in schools by positioning STEM literacies as central practices involved in the processes of designing and making.

Science and computational practices such as modeling and abstraction are critical to understanding the complex systems that are integral to climate science. Given the demonstrated affordances of game design in supporting such practices, we implemented a free 4-day intensive workshop for middle school girls that focused on using the visual programming environment, Scratch, to design games to teach others about climate change. The experience was carefully constructed so that girls of widely differing levels of experience were able to engage in a cycle of game design. This qualitative study aimed to explore the representational choices the girls made as they took up aspects of climate change systems and modeled them in their games. Evidence points to the ways in which designing games about climate science fostered emergent systems thinking and engagement in modeling practices as learners chose what to represent in their games, grappled with the realism of their respective representations, and modeled interactions among systems components. Given the girls' levels of programming skill, parts of systems were more tractable to create than others. The educational purpose of the games was important to the girls' overall design experience, since it influenced their choice of topic, and challenged their emergent understanding of climate change as a systems problem.

Objective: Research has demonstrated that a lack of social support is related to suicide risk. This study examines perceived burdensomeness and thwarted belongingness, of the Interpersonal Theory of Suicide, as mechanisms of the social support-suicide relationship in college students. Method: The study consisted of 207 students from a Midwestern university. Data were collected from 2007 to 2008. Two multiple mediation analyses were conducted to examine whether perceived burdensomeness and thwarted belongingness mediated the relationship between indices of social support and suicide ideation. Results: Perceived burdensomeness mediated the relationships between perceived social support and suicide ideation (95% confidence interval [CI] -0.02 to -0.00, effect size = -0.01) and social connectedness and suicide ideation (95% CI -0.03 to -0.00, effect size = -0.03). Thwarted belongingness did not mediate either relationship. Conclusions: Results suggest that a lack of social support could lead to perceptions of being a burden on others, which could lead to suicide ideation.

Introduction: The Virtual Hope Box (VHB) mobile application is an adapted version of the conventional hope box intervention that is used in several evidence‐based treatments for suicide behaviors. The VHB is an award‐winning app developed by a collaboration between the Departments of Defense and Veterans Affairs. Multiple studies have assessed the utility and effectiveness of the VHB for use in suicide prevention, but no reviews of the literature have been conducted. Methods: Authors performed a review of the literature using PsycINFO, EBSCOhost, and PubMed. 15 articles were ultimately included. Results: Results were categorized into three areas: (1) efficacy and effectiveness, (2) feasibility, awareness, and usage in high‐risk populations, and (3) implementation approaches to increase use among patients and providers. Existing evidence for the VHB supports its feasibility and acceptability, especially among military and veteran populations. Only one study investigated effectiveness in a randomized control trial. Although the VHB developers have disseminated the app nationally, low adoption rates among veteran patients and VA providers remain. Studies found that educational implementation strategies can improve utilization rates. Conclusions: Future research should examine suicide behaviors as outcomes, approaches to incorporating the VHB into treatment, and a range of populations. [ABSTRACT FROM AUTHOR]

Background: According to the integrated motivational‐volitional model of suicide, feelings of entrapment are related to the emergence of suicidal ideation (SI). However, this relation can be moderated by certain protective factors. Methods: This study examined whether aspects of psychological flexibility (i.e., experiential avoidance, experiential acceptance, harnessing) moderated the relation between aspects of entrapment and SI severity in college students experiencing SI (N = 553) both cross‐sectionally and when SI severity was measured 1 week later (N = 247). Results: At baseline, experiential acceptance, but not experiential avoidance or harnessing, significantly moderated the relation between external entrapment and SI severity and internal entrapment and SI severity. No aspects of psychological flexibility prospectively moderated relations between entrapment and SI severity. Conclusions: Aspects of psychological flexibility may influence immediate vulnerability to SI severity among young adults experiencing feelings of entrapment. Implications for clinical interventions influencing changes in psychological flexibility are discussed. [ABSTRACT FROM AUTHOR]

The Suicide Status Form-IV (SSF-IV) is the measure used in the Collaborative Assessment and Management of Suicidality (CAMS). The SSF-IV Core Assessment measures various domains of suicide risk. Previous studies established a two-factor solution in small, homogeneous samples; no investigations have assessed measurement invariance. The current investigation sought to replicate previous factor analyses and used measurement invariance to identify differences in the Core Assessment by race and gender. Adults (N = 731) were referred for a CAMS consultation after exhibiting risk for suicide. Confirmatory factor analyses indicated good fit for both one- and two-factor solutions while the two-factor solution is potentially redundant. Configural, metric, and scalar invariance held across race and gender. Ordinal logistic regression models indicated that neither race nor gender significantly moderated the relationship between the Core Assessment total score and clinical outcomes. Findings support a measurement invariant, one-factor solution for the SSF-IV Core Assessment. [ABSTRACT FROM AUTHOR]

Abstract Background There have been increasing calls for integrating computational thinking and computing into school science, mathematics, and engineering classrooms. The learning goals of the curriculum in this study included learning about both computational thinking and climate science. Including computer science in science classrooms also means a shift in the focus on design and creation of artifacts and attendant practices. One such design practice, widespread in the design and arts fields, is critique. This paper explores the role of critique in two urban, heterogenous 8th grade science classrooms in which students engaged in creating computer games on the topic of climate systems and climate change. It explores and compares how practices of critique resulted from curricular decisions to (i) scaffold intentional critique sessions for student game designers and (ii) allow for spontaneous feedback as students interacted with each other and their games during the process of game creation. Results Although we designed formal opportunities for critique, the participatory dimension of the project meant that students were free to critique each other’s games at any time during the building process and did so voluntarily. Data indicate that students focused much more on the game play dimension of the design than the science, particularly in those critique sessions that were student-initiated. Despite the de-emphasis on science in spontaneous critiques, students still focused on several dimensions of computational thinking, considering user experience, troubleshooting, modeling, and elegance of solutions. Conclusions Students making games about science topics should have opportunities for both formal and spontaneous critiques. Spontaneous critiques allow for students to be authorities of knowledge and to determine what is acceptable and what is not. However, formal, teacher-designed critiques may be necessary for students to focus on science as part of the critique. Furthermore, one of the benefits to critiquing others was that students were able to see what others had done, how they had set up their games, the content they included, and how they had programmed certain features. Lastly, critiques can help facilitate iteration as students work to improve their games.

This article uses a critical sociohistorical lens to discuss and explain examples of the ways in which young people reflect, refract, and contribute to discourses of gentrification, displacement, and racial, ethnic, and geographic community identity building in a rapidly changing urban neighborhood. The article explores examples from open-ended dialogic conversations in one seventh-grade classroom. In their conversations, youth imagine themselves and their communities as sociohistorically yet dynamically situated. We argue that such spaces allow for schools and students to bridge in and out of school worlds, amplifying young people's relationships to enduring struggles in changing urban contexts.

The lives of Puerto Ricans in the neighborhood of Humboldt Park, Chicago, are often situated in a complex social field shaped by transnational cultural and political border crossing. We argue that artistic practices in this neighborhood are integral to building community and individual identities grounded in local meanings of the Puerto Rican diaspora experience. Interviews with three adolescent community residents and a high school art teacher indexed themes that exemplify community residents' purposes for artistic practice: (1) self-expression within practices of collective identity building; (2) cultural reclamation; and (3) political reimagining. We also discuss how such work invites new tensions for identity making, including who can participate, who is represented, and what forms those representations take. These tensions point backward in time, forward to the future, and across geopolitical space. Finally, we suggest implications for learning in schools.

This article presents results from developing and applying an initial analytic frame for observing and explaining literacy practices in making activities. It describes literacy-related themes that emerged when the framework was applied. These themes are discussed within the making process of fabrication, one of a number of goal-directed stages of making. Findings indicate that literacy practices in fabrication are openly shared, networked, and often oriented toward interfacing between physical and digital worlds. Results come from interviews with 14 adult makers. Implications for project-based learning contexts and for literacy teachers are shared.