Interactive data visualizations of Earth’s atmosphere: Effects on student engagement and perceived learning

Q1 Social Sciences

Journal of Geoscience Education Pub Date : 2022-02-28 DOI:10.1080/10899995.2022.2038963

J. Cervenec, Jesse Fox, Karina Peggau, Aaron B. Wilson, Bingyu Li, Dingyu Hu, Ruiyang Chang, Joey Wong, Craig Bossley

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引用次数: 2

Abstract

Abstract The Fluid Earth (FE) is an interactive data visualization initially developed for learning about Earth’s atmosphere in informal educational settings. In this study, we tested FE in middle school classes to assess student engagement in a formal educational setting. Using a quasi-experimental design, students were assigned to interact with the data visualization website (high interactivity) or prerecorded videos of the visualization (low interactivity). Students who used the website demonstrated greater engagement and perceived learning than students who used videos, but no differences were observed for behavioral intentions to use FE in the future. Results provide preliminary evidence that the interactive interface provided a more engaging educational experience than videos. Findings suggest that interactivity is an important component of science education visualizations, and there is value in creating interactive tools for students to explore geosciences processes and concepts. Additional work is needed to assess the visualization’s impact on student learning of content knowledge and its applicability to more diverse student groups.

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地球大气的交互式数据可视化:对学生参与和感知学习的影响

流体地球(FE)是一种交互式数据可视化，最初是为了在非正式教育环境中学习地球大气而开发的。在这项研究中，我们在中学课堂上测试了学习能力，以评估学生在正式教育环境中的参与程度。采用准实验设计，学生被分配与数据可视化网站(高互动性)或预先录制的可视化视频(低互动性)进行交互。使用网站的学生比使用视频的学生表现出更大的参与度和感知学习，但在未来使用FE的行为意图方面没有观察到差异。结果提供了初步证据，交互式界面提供了比视频更吸引人的教育体验。研究结果表明，互动性是科学教育可视化的重要组成部分，为学生探索地球科学过程和概念创造互动工具是有价值的。需要进一步的工作来评估可视化对学生学习内容知识的影响及其对更多不同学生群体的适用性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Geoscience Education Social Sciences-Education

CiteScore

3.20

自引率

0.00%

发文量

期刊介绍： The Journal of Geoscience Education (JGE) is a peer-reviewed publication for geoscience education research, and serves as an international forum for research concerning the pedagogy, assessment, and philosophy of teaching and learning about the geosciences and related domains. JGE is a publication of the National Association of Geoscience Teachers, a non-profit, member-driven organization that supports a diverse, inclusive, and thriving community of educators and education researchers to improve teaching and learning about the Earth.