CAREER: WE FEEL SCIENCE: We Engage with the Flexible, Experimental Environment for Learning in SCIENCE

职业：我们感受科学：我们参与灵活的实验环境来学习科学

• 批准号: 0953772
• 负责人: Chang Nam
• 金额: $ 50万
• 依托单位: University of Arkansas
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-09-01 至 2011-11-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0953772&HistoricalAwards=false
• 关键词: CAREER; FEEL; SCIENCE; Engage; Flexible

This five-year CAREER proposal aims at designing, evaluating, and implementing a learning-by-collaborating system that provides haptic, visual, and auditory feedback to students with and without visual impairments to work together in hands-on science learning opportunities. The setting and sample of the proposed study includes sighted and visually impaired students (N=120) from the Arkansas School for the Blind, the Virginia School for the Deaf and Blind, the Kansas State School for the Blind, and the Fayetteville (Arkansas) High School. The hypothesis that a haptically enhanced learning-by-collaborating system may increase the science learning of both sighted and visually impaired students guides the study and its four research questions: (1) To what extent does additional haptic feedback during collaborative hands-on practice influence students' learning performance?; (2) To what extent does additional haptic feedback during collaborative hands-on practice influence students' attitudes towards science learning?; (3) How does additional haptic feedback during collaborative hands-on practice influence students' motivation to learn?; and (4) What are the relationships among learner motivation, learning attitudes, and learning performance? The study employs a research and development design consisting of three stages. The first, Synthesis and Application, allows the PI to identify the set of points of collaboration that need to be supported haptically, audibly, or both, through two group sessions with three pairs of totally blind and partially blind students per session. The second, Development and Formative Evaluation, facilitates the development of two modules on the Nature of Light (Electromagnetic Waves, and Vibrating Charges), as well as the modification of the Molecular Properties, and Heat and Temperature modules, already designed for visually impaired students only. A Design for Co-Touch software framework is used for this purpose, and quality of the interaction techniques will be assessed using internationally established standards for usability, effectiveness, efficiency, and satisfaction. All materials that visually impaired students use are provided in Braille. The PI will investigate the cognitive and affective impacts of shared haptic experiences on students' science learning through the third stage, Summative Evaluation of Shared Haptic Experiences. A total of 30 pairs of visually impaired and 30 pairs of sighted students participate during this stage. The study employs a two-level-between-subjects condition to manipulate sensory feedback: visual + auditory (students will receive visual and verbal instructions on science concepts) vs. visual + auditory + haptic (students will receive haptic feedback in addition to visual and verbal). This research stage utilizes Campbell & Stanley's (1966) pretest-posttest control group design in which participants are randomly assigned to one of the two groups. Instruments to be used in the study will be developed or modified and pilot-tested to determine their validity and reliability. To measure learning performance, two tests will be developed: (a) a recall and recognition test using Bloom's taxonomy, and (b) a transfer test to assess learners' ability to integrate and apply knowledge. To measure learning attitudes, the Test of Science-Related Attitudes (Fraser, 1981) will be used. To measure learning motivation, Keller's (2007) Instructional Materials Motivation Survey will be utilized. Statistical analysis (e.g., ANCOVA) will be used to control any initial differences in pretest scores between the groups. Multiple regression will be performed with the learning performance score (the sum of recall and transfer tests) as the dependent variable. Independent variables are learners' attitudes and learners' motivation.

这个五年的职业建议旨在设计，评估和实施逐行的学习系统，该系统为有或没有视觉障碍的学生提供触觉，视觉和听觉的反馈，以在动手的科学学习机会中共同工作。拟议的研究的设置和样本包括来自阿肯色盲人学校，弗吉尼亚聋人和盲人学校，堪萨斯州盲人州立学校和费耶特维尔（阿肯色州）高中的视力和视力障碍学生（n = 120）。触觉增强的逐个学习系统的假设可能会增加对视力和视觉障碍学生的科学学习指导研究及其四个研究问题：（1）在协作实践中，在多大程度上会在多大程度上影响学生的学习表现？ （2）在协作实践实践中，其他触觉反馈在多大程度上影响学生对科学学习的态度？ （3）在协作实践实践中，其他触觉反馈如何影响学生学习的动机？ （4）学习者动机，学习态度和学习表现之间有什么关系？该研究采用了由三个阶段组成的研发设计。首先，综合和应用程序允许PI通过两对完全盲目的和部分盲目的学生每个会话来识别需要触觉，听觉或两者兼而有之的协作点集。第二，开发和形成性评估促进了两个模块在光的性质（电磁波和振动电荷）以及分子特性的修改以及热量和温度模块的修改，该模块的发展，热和温度模块仅为视觉障碍学生而设计。使用国际建立的可用性，有效性，效率和满意度的标准来评估共同接触软件框架的设计用于此目的，交互技术的质量将进行评估。盲文提供了所有视障学生使用的材料。 PI将通过第三阶段，对共享触觉经验进行总结性评估，调查共同的触觉经验对学生科学学习的认知和情感影响。在此阶段，共有30对视力障碍和30对视力学生参加。该研究采用两级主体之间的条件来操纵感觉反馈：视觉 +听觉（学生将收到有关科学概念的视觉和语言说明）与视觉 +听觉 +触觉（学生还将获得触觉反馈，而与视觉和言语有关）。该研究阶段利用坎贝尔＆史丹利（Campbell＆Stanley）（1966）的预测试对照组设计，其中参与者被随机分配给两个组之一。将在研究中使用的工具进行开发或修改和试点测试以确定其有效性和可靠性。为了衡量学习绩效，将开发两个测试：（a）使用Bloom的分类法进行召回和识别测试，以及（b）转移测试，以评估学习者整合和应用知识的能力。为了衡量学习态度，将使用与科学相关态度的检验（Fraser，1981）。为了衡量学习动机，将利用Keller（2007）的教学材料动机调查。统计分析（例如，ANCOVA）将用于控制两组之间的预测分数的任何初始差异。多元回归将以学习绩效评分（召回和转移测试的总和）作为因变量进行。自变量是学习者的态度和学习者的动机。