• David E. Proudfoot University of Phoenix, School of Advanced Studies Center for Educational and Instructional Technology Research, Arizona, USA
  • Mansureh Kebritchi University of Phoenix, School of Advanced Studies Center for Educational and Instructional Technology Research, Arizona, USA



scenario based learning, STEM, student engagement, eLearning, motivation


There are a variety of extra curricular activities and programs that aim to promote Science, Technology, Engineering, and Mathematics (STEM) education, but there are limited examples of extending STEM curriculum by employing scenario-based eLearning opportunities in a mobile lab learning environment. Following students participation in a first of its kind STEM Mobile Lab program that uses a scenario-based eLearning approach for instruction, twelve educators from four Title I elementary schools were asked about their perceptions of the influence of the Mobile Lab program on the STEM education of their students. The semi-structured interview protocol contained questions intended to explore participants’ perceptions regarding the influence of a scenario-based eLearning Mobile STEM Lab program on the STEM interest and achievement of students. The study found that a scenario-based eLearning Mobile STEM Lab can influence STEM interest and achievement of elementary students. This promising finding leads to a recommendation for educators to use this approach and similar programs to make students more interested in science and improve their grades. Efforts by educators to design and implement scenario-based eLearning opportunities lead to increased learner engagement.


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How to Cite

E. Proudfoot, D. ., & Kebritchi, M. . (2017). SCENARIO-BASED eLEARNING AND STEM EDUCATION: A QUALITATIVE STUDY EXPLORING THE PERSPECTIVES OF EDUCATORS. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 5(1), 7–18.