Equity analysis of an augmented reality‐mediated group activity in a college biochemistry classroom
Equity analysis of an augmented reality‐mediated group activity in a college biochemistry classroom
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DOI：
10.1002/tea.21847
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发表时间：
2023-01
影响因子：
4.6
通讯作者：
Song Wang;Rou-Jia Sung;D. Reinholz;Thomas J. Bussey
中科院分区：
文献类型：
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作者：
Song Wang;Rou-Jia Sung;D. Reinholz;Thomas J. Bussey
使用二维图像来教学生三维分子仍然是许多教室中的一个普遍问题。随着可负担得起的可视化技术的不断发展，在分子可视化工具的开发中利用诸如增强现实（AR）的新技术的兴趣越来越大。这些视觉空间学习工具的现有评估主要集中在学生的表现和态度，对学生参与的潜在不公平很少关注。我们的研究增加了目前的文献介绍分子可视化技术在生物化学教室通过检查AR技术介导的群体活动中的潜在不平等。通过将参与式公平框架与我们的具体背景相结合，我们从技术对话的角度来看待公平和不公平，技术对话是人们进入以技术为媒介的共同努力时创造的社会空间。我们探讨了三个问题：学生与钾通道AR模型交互的不同方式是什么？哪些显著的参与模式可能意味着课堂技术使用的不公平？在以技术为媒介的群体活动中，群体社会动力学与AR技术的引入之间的相互作用是什么？将定性分析与定量指标相结合，我们的混合方法产生了一个学生参与AR介导的小组活动的复杂故事。学生参与的模式表明，AR介导的生物化学小组学习活动中的公平和不公平是流动的和多方面的。据观察，在小组讨论中给出更多解释的学生也与AR模型有更多的互动（即，他们有更多的机会进入技术对话层），并且他们对AR模型的意见可能对他们的群体如何参与AR模型具有更大的影响。这项研究提供了更细致入微的方式概念化的公平和不公平的生物化学学习环境。
The use of two‐dimensional images to teach students about three‐dimensional molecules continues to be a prevalent issue in many classrooms. As affordable visualization technologies continue to advance, there has been an increasing interest to utilize novel technology, such as augmented reality (AR), in the development of molecular visualization tools. Existing evaluations of these visual–spatial learning tools focus primarily on student performance and attitude, with little attention toward potential inequity in student participation. Our study adds to the current literature on introducing molecular visualization technology in biochemistry classrooms by examining the potential inequity in a group activity mediated by AR technology. Adapting the participatory equity framework to our specific context, we view equity and inequity in terms of access to the technological conversational floor, a social space created when people enter technology‐mediated joint endeavors. We explore three questions: What are the different ways students interact with an AR model of the potassium channel? What are salient patterns of participation that may signify inequity in classroom technology use? What is the interplay between group social dynamics and the introduction of AR technology in the context of a technology‐mediated group activity? Pairing qualitative analysis with quantitative metrics, our mixed‐methods approach produced a complex story of student participation in an AR‐mediated group activity. The patterns of student participation showed that equity and inequity in an AR‐mediated biochemistry group learning activity are fluid and multifaceted. It was observed that students who gave more explanations during group discussion also had more interactions with the AR model (i.e., they had greater access to the technological conversational floor), and their opinion of the AR model may have greater influence on how their group engage with the AR model. This study provides more nuanced ways of conceptualizing equity and inequity in biochemistry learning settings.