Abstract
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.
Highlights
In the United States, professional agencies and educational policies promote the use of technology to support K-12 learning
The present study explored aspects of virtual presence and research-based affordances of the emerging technologies of 3D, haptic, virtual reality (VR), found among neurotypical learners, as applied to neurodivergent students
Addressing the research purpose required the development of a conceptual framing (Figure 1) that took into consideration unique symptoms that make foster distraction among adolescents with attention-deficit/ hyperactivity disorder (ADHD)
Summary
In the United States, professional agencies and educational policies promote the use of technology to support K-12 learning. The National Education Association (NEA, 2019) suggested teachers incorporate compatible technologies within learning spaces; technologies that students can use both inside and outside of the classroom. The National Science Teaching Association (NSTA, 2016) stated that teachers should integrate technologies as pedagogical tools to enrich students’ learning of science. Specific affordances of emerging technologies to enhance science learning include providing robust visualizations of scientific phenomenon (Nielsen et al, 2016; Potkonjak et al, 2016), conducting research with scientists remotely (Childers & Jones, 2017), enhancing development of spatial abilities (Cheng & Tsai, 2013), and promoting students’ interest and motivation in learning science (Parong & Mayer, 2018). The continuous development and refinement of emerging technologies pose some difficulties for educators, in initial and on-going costs of technology purchase and maintenance as well teacher training for effective application in the classroom (Cardullo et al, 2014; Hite et al, 2019b)
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