Protocol of a 7-week Virtual STEM Intervention Using Interactive Kits and Gamified Instruction to Increase Science Engagement and Health Literacy for K-8 Students

The future of healthcare depends on a simple, often overlooked truth: the doctors, nurses, and scientists of tomorrow are children today. For decades, educators and public health experts have recognized that a person's interest in science and medicine usually sparks during late childhood and early adolescence. This is a critical window where young minds begin to form their identities and decide what kind of work they might want to do. However, a growing shortage of medical professionals threatens to leave many communities without adequate care, a problem worsened by the fact that students from underserved backgrounds often lack access to the hands-on, engaging science programs that can ignite a lifelong passion. While schools provide a foundation, they cannot always offer the specialized, interactive experiences needed to make complex topics like human anatomy feel real and exciting. The question remains: can a virtual program, delivered entirely through a screen, effectively bridge this gap and inspire the next generation of health workers?

To answer this, a team of researchers and educators designed a seven-week intervention called the Doctor Discovery Program. They plan to gather a group of forty-five to fifty students, aged eight to fourteen, from underserved urban communities. These children, ranging from third to eighth grade, face a common barrier: limited access to high-quality science enrichment. The researchers aim to see if they can use a mix of live online lessons, physical activity kits, and digital games to teach health literacy and boost interest in medical careers. The program is not a passive lecture series; it is designed as a dynamic, interactive journey where students will learn about different body systems each week.

Every Monday, the students will log into a video call to join a live, one-hour lesson led by high school and college interns. These instructors will not just talk; they will guide discussions and use visual aids to explain how organs and systems function. To make the learning stick, the program will integrate a physical "discovery kit" sent to each student's home. Inside these boxes will be everyday materials like paper, plastic bottles, glitter, and glue. During the lessons, students will use these items to build tactile models, such as a working replica of a lung, turning abstract biological concepts into something they can hold and manipulate. This combination of seeing a concept on a screen and building it with their hands is central to the design, aiming to make the invisible mechanics of the human body visible and understandable.

The learning will not stop at the end of the lecture. The program includes weekly homework worksheets to reinforce the material and a special "game day" every Sunday. On these days, students will gather online to play competitive, educational games using a platform called Blooket, which turns review questions into a fast-paced, points-based challenge. They will also play scenario-based games like Bingo and Simon Says, all designed to keep the atmosphere light and engaging while testing their knowledge. For students who need extra help or simply want to ask questions, the program offers "office hours," a flexible time where they can drop in to talk with the instructors. This structure ensures that learning is continuous, social, and supported by both digital and physical tools.

The researchers will measure the program's success by looking at the students before the seven weeks begin and again after they finish. They will ask the students and their parents to fill out surveys about their interest in science, their confidence in explaining how the body works, and how much they enjoy the activities. They will also give the students short quizzes to test what they actually learn about body systems. By comparing the answers from the start of the summer to the end, the team plans to track changes in knowledge and enthusiasm. They will pay close attention to factors like whether a student has reliable internet access or a supportive home environment, ensuring that the results reflect the program's impact rather than outside advantages.

The study is designed to determine if this virtual, multimodal approach is feasible and effective for this age group. The researchers plan to evaluate whether students gain a clearer understanding of human anatomy and report a stronger interest in science and healthcare careers. They hypothesize that the combination of live instruction, physical building, and gamified learning will work well together, keeping students engaged even without a traditional classroom setting. Parents will be asked to report if their children talk more about what they learn and show increased curiosity about the natural world. The researchers aim to conclude whether such a program can serve as a scalable model for reaching students who might otherwise miss out on these opportunities, helping to diversify the future healthcare workforce by planting seeds of interest early in life.

While the design is promising, the researchers note that the study is a specific snapshot in time. The program is designed for a seven-week summer window, and its success relies on students having access to the necessary technology and a quiet place to learn. The findings are expected to inform the design of equitable STEM interventions, though they may not be a magic solution that works perfectly for everyone without support. The study highlights that when digital learning is paired with hands-on activities and human connection, it can create a rich educational experience that reaches children in their own homes. As the need for healthcare workers grows, programs like this offer a glimpse into how technology and creativity can be used to build a more inclusive and prepared future.