用新兴技术描述ADHD学生学习科学内容的经验

R. Hite, G. Childers, Gail Jones, E. Corin, M. Pereyra
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引用次数: 4

摘要

新兴技术,如虚拟现实、触觉和三维技术,通过培养虚拟存在的感知,在计算机生成的虚拟学习环境(VLE)中感官沉浸和真实互动的感觉,为学生提供了探索科学现象的新机会。在科学学习的VLE研究中,神经典型型学习者的研究较多,而神经发散型学习者(如ADHD学生)的研究较少。这个描述性的案例研究试图解决文献中缺乏的神经发散学生的经验,与新兴技术,学习科学。具体来说,该案例描述了神经发散型学习者在科学学习中体验VLEs的能力的程度,与他们的神经正常的同龄人相比,在:缩放,空间定向和旋转物体,实时查看多个表征和抽象过程,以及通过多次试验参与风险。使用一种结合新兴技术的工具(zSpace)对五名被诊断为多动症的中学生进行评估和观察,以学习心脏解剖和生理学。对学生的虚拟在场和技术支持的话语进行编码,并单独和集体计算频率计数和百分比。结果发现,学生们描述最多的是感官(41%)、控制(30%)和现实主义(26%)的构念,而较少的报告是保持他们的注意力(3%)。对心脏评估的分析发现,在空间旋转和观看抽象过程方面得分有所提高,在观看多重表征方面得分没有变化,而在空间定向方面得分有所下降。本案例研究为神经发散学习者在使用新兴技术进行科学学习时的需求提供了独特的见解。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Describing the Experiences of Students with ADHD Learning Science Content with Emerging Technologies
Emerging technologies, such as virtual reality, haptics, and 3-dimensionality, provide novel opportunities to allow students to investigate scientific phenomena by fostering perceptions of virtual presence, the feeling of being sensorially immersed and authentically interacting within a computer-generated virtual learning environment (VLE). Neurotypical learners are largely represented in VLE research on science learning, with fewer with neurodivergent learners, such as students with ADHD. This descriptive case study sought to address the dearth in the literature on neurodivergent students’ experiences, with emerging technologies, for learning science. Specifically, the case describes the extent to which neurodivergent learners experience the affordances of VLEs for science learning, as compared to their neurotypical peers, in: zooming, spatially orienting and rotating objects, viewing multiple representations and abstract processes in real-time, as well engaging in risk through multiple trials. Five middle grades students (diagnosed with ADHD) were assessed and observed using a tool (zSpace) that combines emerging technologies to learn cardiac anatomy and physiology. Students’ utterances of virtual presence and technological affordances were coded, and frequency counts and percentages were calculated, both individually and collectively. The results found that students most described sensory (41%), control (30%), and realism (26%) constructs with fewer reports of holding their attention (3%). Analyses of cardiac assessments found gains in scores for spatial rotation and viewing abstract processes, no change in score in viewing multiple representations, and a decrease in scores for spatial orientation. This case study provides unique insight into the needs of neurodivergent learners when using emerging technologies for science learning.
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