2026 ASEE Annual Conference & Exposition

NSF ITEST: Advancing Computational Thinking in STEM K-12 for Exposure to Built Environment Careers

Presented at NSF Grantees Poster Session II

The construction industry plays a vital role in shaping the built environment and contributes significantly to the US economy. Yet it continues to face persistent workforce shortages and widening skills gaps in adopting digital technologies. With the introduction of data-sensing technologies, such as drones and laser scanners, there is an increasing demand for a workforce capable of collecting, interpreting, and applying sensor data to improve project planning, safety, and sustainability. However, these data-driven applications are rarely introduced at the K–12 level, limiting early awareness of emerging STEM career pathways in the construction and built environment fields. Funded by the National Science Foundation’s Innovative Technology Experiences for Students and Teachers (ITEST) program, this research examines how embodied interaction and the data-sensing modules within Data Sensing Learning Tool (DASLET), a virtual reality (VR)-based learning environment, influence middle school computational thinking (CT), interest, and career awareness. By situating learning within realistic construction contexts, the project aims to make abstract computational concepts more tangible and relevant to students’ experiences. This paper focuses on early formative evaluations conducted with educators and students to assess CT and cognitive workload using DASLET. Results indicate that the system effectively supported task completion while keeping cognitive load manageable. This study suggests that immersive learning environments can play a meaningful role in supporting K–12 students’ understanding of construction-related STEM concepts while broadening awareness of construction careers and pathways that are often underrepresented in traditional school curricula.

Authors

Dr. Yewande Sonayon Abraham http://orcid.org/0000-0003-1517-1980 Texas A&M University [biography]

Yewande Abraham Ph.D., LEED AP O+M, is an Associate Professor in the Department of Construction Science at Texas A&M University. She received her Bachelor's and Master's in Civil Engineering from Cardiff University, Wales, United Kingdom. She has construction industry experience in the US and internationally. Her research focuses on sustainable built environments, construction education, and the integration of emerging technologies into civil engineering and construction curricula. Dr. Abraham brings a global perspective to engineering education through her professional experiences in curriculum innovation, workforce development, and industry-academic partnerships. She is passionate about advancing future-ready construction education that aligns with real-world challenges and opportunities.
Dr. Rahat Hussain Texas A&M University
Nitesh Thapa Texas A&M University
Sharjeel Anjum Texas A&M University
Dr. Maryann Renee Hebda http://orcid.org/0000-0003-0600-235X Texas A&M University [biography]

Maryann R. Hebda is a postdoctoral researcher at Texas A&M University with a Ph.D. in Educational Psychology from Baylor University. Prior to relocating to Texas, Hebda taught elementary and middle school special education, gifted education, and STEM for 13 years. Her current research explores integrated STEM talent development and achievement motivation in twice-exceptional and advanced learners.
Nipah Onkananuwonk Texas A&M University
Dr. Karen E Rambo-Hernandez http://orcid.org/https://0000-0001-8107-2898 Texas A&M University [biography]

Karen E. Rambo-Hernandez is an associate professor at Texas A & M University in the College of Education and Human Development in the department of Teaching, Learning, and Culture. In her research, she is interested in the assessing STEM interventions on
Dr. Abiola Akanmu Virginia Polytechnic Institute and State University
CHUKWUMA NNAJI Texas A&M University

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 21, 2026, and to all visitors after the conference ends on June 24, 2026

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