Abstract
Middle school students participated in WhyPower, a virtual power plant activity in Whyville, a learning-based virtual world for teens and tweens. Pre-and post-activity surveys included measurement of interest in careers involving mathematics. Statistical analysis revealed that students with strong positive views of mathematics-related careers were unaffected, but other students moved strongly toward interest in careers involving mathematics. Citing related literature, the authors speculate that student self-efficacy may have increased as students virtually experienced mathematics-related careers.
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