STEM BEATS -Fusing rap beats and AI for STEM Engagement
When we were kids, we learned through singing but as we grew up this method was gradually removed leaving us relying on rote memorization and other types of building knowledge. The inspiration for this project came from the fact in my learning journey, I saw some students struggling to understand science yet they appeared to have a strong affinity to music. This background allows me to empathize with students who struggle to grasp scientific concepts and identify the barriers that hinder their engagement with these subjects. Building on the various studies found that older students who used music to memorize facts or historical dates experienced improved recall. In the context of STEM education, the challenge is not merely teaching facts and formulas but designing learning experiences that address students’ diverse needs and learning styles.
STEM BEATS is a scaffolding project facilitating STEM learners to use rap beats and GenAI to play with scientific concepts iteratively to produce multiple songs based on those specific concepts in order to learn about them. The product will work as supplementary teaching method in a classroom set up. Furthermore, the product can be used for personalized learning where learners can keep playing with concepts, writing multiple lyrics about STEM concepts and battle against each other in a form of a new learning environment for them. I believe this project will contribute to building deepened understanding and intrinsic motivation for learners struggling with understanding science subjects.
Developing the STEM BEATS project provided insights into creating a meaningful learning experience that bridges students’ interests and academic goals. The project uses rap music and generative AI to make STEM accessible for students aged 11 to 15, particularly those who might find traditional methods challenging. My learning experience in the LDIT PCE class was characterized by discovery of wonderful ideas, exploration through tinkering with various tech tools and instructional frameworks. I acquired useful feedback from my fellow classmates which fostered my application user-centered design. By engaging with my fellow classmate, I collected various insights about the biases against the projet that I considered as unintended consequences, and I tried address through the design process. I have done multiple iterations that led me to embrace uncertainty and ambiguity of the complex design choices. The experience also helped to test the affordances and challenges of working on group projects with diverse people as opposed to flying solo. I encountered multiple failed attempts in the process as I spent 3 weeks mobilizing potential team mates but I also found meaning in shaping my own ideas and shape them into a useful project as time went by. Those nuanced experiences and the key learning design principles learned in the class, did not only apply on personal growth as a professional learning designer in LDIT PCE but also mirrored and informed the project’s structure, from human-centered design and backward design to tinkerability and participatory approaches. I am proud that I have adapted to those nuanced perspectives and dynamic aspects of the project.
https://www.youtube.com/shorts/hjkZpjSWF5s
Sample of some songs
