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Leveling the Playing Field: Designing Equitable AI-Mediated STEM Learning for Girls of Color - Game-Based Approaches to Identity and Agency
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Author(s): Robert Monahan (North Carolina State University, USA), Amanda Williams (North Carolina State University, USA)and Ashley Chizzoniti (New York City Public Schools, USA)
Copyright: 2027
Pages: 34
Source title:
Encyclopedia of Modern Artificial Intelligence
Source Author(s)/Editor(s): Mehdi Khosrow-Pour, D.B.A. (Founding Editor-in-Chief, Information Resources Management Journal (IRMJ), USA)
DOI: 10.4018/407447
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Abstract
This article explores how culturally relevant, game-based learning integrated with artificial intelligence (AI) can foster identity development, belongingness, and agency among girls of color. Drawing from a design-based implementation research (DBIR) study within the Girls Who Game program, 12 fourth- and fifth-grade students engaged with platforms like Ready Player Me, ThingLink, Hero Forge, ChatGPT, and Canva. These tools supported digital storytelling, 3D modeling, and critical exploration of representation and bias in AI. Anchored in Self-Determination Theory (SDT), Critical Digital Literacy (CDL), and Culturally Relevant Pedagogy (CRP), the program created a liminal “magic circle” of play and inquiry where students designed inclusive futures. Findings highlight how culturally responsive AI tools and outputs can shift students from passive users to empowered co-creators, fostering epistemic agency and STEM motivation. This article offers theory-grounded implications and a vision for equitable, identity-affirming AI ecosystems in K-12 education.
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