Tuesday, March 2 • 2:50pm - 3:05pm
Talk Session 4: Equity analysis of an augmented reality mediated collaborative learning activity in college biochemistry classroom

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The use of 2D images to teach students about 3D 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 (Sirakaya & Alsancak, 2018). Existing evaluations of the implementation of these visual-spatial learning tools focus primarily on student performance and attitude, with little attention toward equitable implementation. Our study adds to the current literature on implementing molecular visualization technology in biochemistry classrooms by examining the different situations of equity and inequity in a group activity mediated by AR technology. Adapting the participatory equity framework to our specific context, we view equity in terms of access to the technological conversational floor, a social space created when people enter into technology mediated joint endeavors (Shah & Lewis, 2019). We explore two questions: What are the different ways students interact with an augmented reality model of the KcsA channel? What are some patterns of interaction that may signify inequity in accessing the learning opportunities afforded by the technology?

Cameras and microphones were placed across the classroom to record video and audio data. In the first stage of data analysis, classroom video recordings were coded using an inductive coding method inspired by grounded theory. In open coding, analytical memos and preliminary codes were constructed for how each student interacted with the AR activity (Corbin & Strauss, 1990; Strauss, 1987). In axial coding, analytical memos and preliminary codes were compared and grouped into categories of different types of interaction that students had with the AR activity. Using the constant comparative method, descriptions and definitions for each category were compared with those from previously analyzed video excerpts to confirm or disconfirm conjectures (Corbin & Strauss, 1990). In the second stage of data analysis, types of interactions identified in the first stage were used as discourse dimensions to quantify students’ participation in the AR activity. Quantified participatory analysis was compared both within group and across group to gain insight into the participatory patterns in AR technology mediated group work. Our findings highlight the implications that participatory patterns have for equitable access to learning opportunities in the context of technology mediated group work activity. These insights can inform educators who are interested in implementing visualization technology in their classroom about the potential inequities that may arise.


Song (Ted) Wang

UC San Diego
I am currently a PhD student at the Math and Science Education program specializing in chemical education.

Tuesday March 2, 2021 2:50pm - 3:05pm CST