Darby Drageset, Yu-Chia Kao, Nigel A. Newbutt, Kent J. Crippen
{"title":"通过为自闭症家庭提供参观前的虚拟现实之旅,促进自然历史博物馆的包容性参观","authors":"Darby Drageset, Yu-Chia Kao, Nigel A. Newbutt, Kent J. Crippen","doi":"10.1007/s11165-024-10207-z","DOIUrl":null,"url":null,"abstract":"<p>This exploratory study, framed by the Contextual Model of Learning, sought to define the personal context of autistic visitors and their families attending a sensory-friendly natural history museum event as a science learning experience. The study focused on the motivations and expectations for visiting the museum, as well as how the inclusion of a VR tour could promote inclusivity by better meeting the needs of these visitors and their social support groups. A single case study design encompassing five family participant groups that varied in age, family composition, and diagnoses was employed. Data collection involved a pre- and non-identical post-visit survey, complemented by a post-visit interview. Results indicate that important features of the user experience with the VR museum tour included clarity of exhibit text, lack of audio, the ability to measure exhibit features, easy navigation, and enhanced museum accessibility. Autistic family groups used the virtual tour in three main ways: (1) to prepare for specific exhibits, (2) to prepare for sensory experiences, and (3) to build anticipation and set expectations. Two key features of the virtual tour supported users’ preparation for their museum visit: the absence of crowds and noise and the ability to zoom in and see exhibit text and details. The results highlight the positive impact of a VR museum tour on autistic individuals and their families and offer crucial insights into the personal and sociocultural contexts of autistic museum visitors and the potential for promoting unique, inclusive, and collaborative forms of science learning.</p>","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"70 1","pages":""},"PeriodicalIF":2.2000,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Promoting Inclusive Visits to a Natural History Museum with a Pre-Visit VR Tour for Autistic Families\",\"authors\":\"Darby Drageset, Yu-Chia Kao, Nigel A. Newbutt, Kent J. Crippen\",\"doi\":\"10.1007/s11165-024-10207-z\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>This exploratory study, framed by the Contextual Model of Learning, sought to define the personal context of autistic visitors and their families attending a sensory-friendly natural history museum event as a science learning experience. The study focused on the motivations and expectations for visiting the museum, as well as how the inclusion of a VR tour could promote inclusivity by better meeting the needs of these visitors and their social support groups. A single case study design encompassing five family participant groups that varied in age, family composition, and diagnoses was employed. Data collection involved a pre- and non-identical post-visit survey, complemented by a post-visit interview. Results indicate that important features of the user experience with the VR museum tour included clarity of exhibit text, lack of audio, the ability to measure exhibit features, easy navigation, and enhanced museum accessibility. Autistic family groups used the virtual tour in three main ways: (1) to prepare for specific exhibits, (2) to prepare for sensory experiences, and (3) to build anticipation and set expectations. Two key features of the virtual tour supported users’ preparation for their museum visit: the absence of crowds and noise and the ability to zoom in and see exhibit text and details. The results highlight the positive impact of a VR museum tour on autistic individuals and their families and offer crucial insights into the personal and sociocultural contexts of autistic museum visitors and the potential for promoting unique, inclusive, and collaborative forms of science learning.</p>\",\"PeriodicalId\":47988,\"journal\":{\"name\":\"Research in Science Education\",\"volume\":\"70 1\",\"pages\":\"\"},\"PeriodicalIF\":2.2000,\"publicationDate\":\"2024-10-10\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Research in Science Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1007/s11165-024-10207-z\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Research in Science Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s11165-024-10207-z","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
摘要
这项探索性研究以 "学习情境模型"(Contextual Model of Learning)为框架,旨在确定自闭症游客及其家人参加感官友好型自然历史博物馆活动作为科学学习体验的个人情境。研究的重点是参观博物馆的动机和期望,以及如何通过更好地满足这些参观者及其社会支持团体的需求来纳入 VR 游览,从而促进包容性。研究采用了单一案例研究设计,包括五个家庭参与者小组,他们的年龄、家庭组成和诊断结果各不相同。数据收集包括访问前和访问后的非相同调查,以及访问后访谈。结果表明,用户体验 VR 博物馆之旅的重要特征包括展品文字清晰、无音频、能够测量展品特征、导航简便以及增强了博物馆的可访问性。自闭症家庭群体主要通过三种方式使用虚拟导览:(1)为参观特定展品做准备;(2)为感官体验做准备;(3)建立预期和设定期望。虚拟导览的两个主要特点有助于用户为参观博物馆做好准备:没有人群和噪音,能够放大并查看展品文字和细节。研究结果凸显了虚拟现实博物馆导览对自闭症患者及其家人的积极影响,并对自闭症博物馆参观者的个人和社会文化背景以及促进独特、包容和协作形式的科学学习的潜力提供了重要见解。
Promoting Inclusive Visits to a Natural History Museum with a Pre-Visit VR Tour for Autistic Families
This exploratory study, framed by the Contextual Model of Learning, sought to define the personal context of autistic visitors and their families attending a sensory-friendly natural history museum event as a science learning experience. The study focused on the motivations and expectations for visiting the museum, as well as how the inclusion of a VR tour could promote inclusivity by better meeting the needs of these visitors and their social support groups. A single case study design encompassing five family participant groups that varied in age, family composition, and diagnoses was employed. Data collection involved a pre- and non-identical post-visit survey, complemented by a post-visit interview. Results indicate that important features of the user experience with the VR museum tour included clarity of exhibit text, lack of audio, the ability to measure exhibit features, easy navigation, and enhanced museum accessibility. Autistic family groups used the virtual tour in three main ways: (1) to prepare for specific exhibits, (2) to prepare for sensory experiences, and (3) to build anticipation and set expectations. Two key features of the virtual tour supported users’ preparation for their museum visit: the absence of crowds and noise and the ability to zoom in and see exhibit text and details. The results highlight the positive impact of a VR museum tour on autistic individuals and their families and offer crucial insights into the personal and sociocultural contexts of autistic museum visitors and the potential for promoting unique, inclusive, and collaborative forms of science learning.
期刊介绍:
2020 Five-Year Impact Factor: 4.021
2020 Impact Factor: 5.439
Ranking: 107/1319 (Education) – Scopus
2020 CiteScore 34.7 – Scopus
Research in Science Education (RISE ) is highly regarded and widely recognised as a leading international journal for the promotion of scholarly science education research that is of interest to a wide readership.
RISE publishes scholarly work that promotes science education research in all contexts and at all levels of education. This intention is aligned with the goals of Australasian Science Education Research Association (ASERA), the association connected with the journal.
You should consider submitting your manscript to RISE if your research:
Examines contexts such as early childhood, primary, secondary, tertiary, workplace, and informal learning as they relate to science education; and
Advances our knowledge in science education research rather than reproducing what we already know.
RISE will consider scholarly works that explore areas such as STEM, health, environment, cognitive science, neuroscience, psychology and higher education where science education is forefronted.
The scholarly works of interest published within RISE reflect and speak to a diversity of opinions, approaches and contexts. Additionally, the journal’s editorial team welcomes a diversity of form in relation to science education-focused submissions. With this in mind, RISE seeks to publish empirical research papers.
Empircal contributions are:
Theoretically or conceptually grounded;
Relevant to science education theory and practice;
Highlight limitations of the study; and
Identify possible future research opportunities.
From time to time, we commission independent reviewers to undertake book reviews of recent monographs, edited collections and/or textbooks.
Before you submit your manuscript to RISE, please consider the following checklist. Your paper is:
No longer than 6000 words, including references.
Sufficiently proof read to ensure strong grammar, syntax, coherence and good readability;
Explicitly stating the significant and/or innovative contribution to the body of knowledge in your field in science education;
Internationalised in the sense that your work has relevance beyond your context to a broader audience; and
Making a contribution to the ongoing conversation by engaging substantively with prior research published in RISE.
While we encourage authors to submit papers to a maximum length of 6000 words, in rare cases where the authors make a persuasive case that a work makes a highly significant original contribution to knowledge in science education, the editors may choose to publish longer works.