2026 ASEE Annual Conference & Exposition

Access to high quality computer science (CS) education is of critical importance. However, many underrepresented students still experience unequal access to informal STEM learning opportunities designed with them in mind (Dawson, 2014). Remezcla, an informal learning (IL) CS project, was developed to expand access in CS to Latinx youth in sibling IL programs in Atlanta, GA and Puerto Rico. The program utilizes EarSketch, a CS platform which was adapted for Latinx and Spanish speaking students into a more linguistically accessible and inclusive platform, where youth learn to code through creating music. Remezcla iteratively developed and implemented a youth-centered, culturally relevant and culturally sustaining curriculum with the goals of effectively engaging underrepresented youth and enhancing their interest and knowledge in CS. The curriculum also included a mastery-driven challenge and badging strategy, added in 2022 as part of the second curriculum iteration, which served as a motivational tool to encourage students to incorporate more advanced coding concepts into their scripts. This study compares students’ use of advanced coding concepts during the two curriculum iterations (2021-2022 and 2022-2024 implementations), and its effect on learning and motivational outcomes.

Methods:
This mixed-methods study included a thematic analysis of EarSketch code, as well as quantitative survey responses to attitudinal constructs including self-efficacy and sense of belonging in CS. It included data from 369 students participating in afterschool clubs and summer camps held concurrently in Atlanta and Puerto Rico, between 2021 and 2024.

Students’ demonstration of advanced coding concepts was assessed through a code sophistication analysis of their scripts which identified the programming functions applied in their projects. Students’ programming function usage was compared to the curricular sequence which showed when these concepts were introduced. The functions were aligned with related CT skills, as proposed by Brennan and Resnick (2012), and then organized in three broad categories according to complexity (linear programming, linear + variables, and modular programming). Students’ scripts were analyzed for the use of linear programming only, adding variables (linear + variables), and the use of conditionals, loops, or custom functions (modular programming).

Results:
Overall, analysis revealed noticeable differences in the amount and type of coding concepts that students used during the two iterations of the curriculum. Over 50% of all scripts used linear programming only during the first iteration, compared with 20% in the second. In contrast, the use of modular programming showed the opposite pattern. Twenty three percent of scripts in the first iteration incorporated modular programming while this increased to 67% in the second iteration. The use of variables was over 70% during both iterations. An analysis of pre-post results across implementations indicated that students reported statistically significant higher levels of sense of belonging (M1=3.44, M2=3.69; p< .000**, ds = .37) and self-efficacy (M1=3.77, M2=3.90; p<.000**, ds = .20). A comparison by iteration reveals that these overall increases were driven by the implementation of the Challenges and Badging curricula (Iteration 2) where there were statistically significant increases in sense of belonging (M1=3.46, M2=3.71; p< .001**, ds = .37) and self-efficacy (M1=3.77, M2=3.92; p< .001**, ds = .26).

Discussion and Conclusions:
This study provides evidence that the second curriculum iteration, highlighted by the mastery-driven challenges and badging strategy positively impacted student learning and motivational outcomes. Youth’s increased incorporation of modular programming and reduced reliance on linear programming supports our hypothesis that adding badging as an additional incentive were likely to push students to explore more complex functions. The statistically significant increases in belonging and self-efficacy also corroborate our belief that focusing on mastery challenges in the context of creative tasks, within a culturally affirming environment, supports learning gains without sacrificing competence and belonging.