- The frequent use of video or computer games was related strongly to students’ STEM major selections in 4-year post-secondary institutions, after taking into account demographic characteristics and math achievement scores.
- Computer-based activities did not play a substantial role in determining student STEM major selection.
- In the comparison between student math performance and video- or computer game-based activities, the parameter estimate of each variable suggested that 10th-graders’math performance had a more positive effect on student STEM major selection than did the frequency of student engagement in video- or computer game-based activities.
- Racial minority students were more likely to enroll in STEM majors than were White and Asian students. However, students from lower SES backgrounds were less likely to enter STEM disciplines than were their peers from higher SES backgrounds.
- Video- or computer game-based activities mediated the relationship between students from the lowest and 2nd SES quartiles and their STEM major selection positively, while math performance was a positive and significant mediator for students from the 3rd and highest SES quartiles to choose STEM majors. This pattern also emerged in students from racial minorities; video- or computer game-based activities played a positive role in minority students ‘pursuit of a STEM degree, while math performance was a contributing factor in White and Asian students ‘choice of STEM majors.
- The results provide evidence that promoting technology-rich learning environments is a significant factor in motivating students to pursue STEM careers.
- Although minority students’ lower math performance played a negative mediating role in their decision to choose STEM majors, a significant, positive, and direct effect of racial minority students on STEM major selection implies that there exists a range of potential mediating factors that could encourage minority students to enter STEM fields.