Improving participation equity in dialogic collaborative problem solving: A participatory visual learning analytical approach.

Hu, Liru; Chen, Gaowei; Wu, Jiajun

Background: The existing research on dialogue‐based learning and teaching predominantly highlights its capacity to yield productive educational outcomes, yet it often overlooks the pivotal factor of participation equity, which is fundamental to ensuring the efficacy of dialogic teaching and learning. Objectives: In this study, participation equity refers to a condition in which participation itself and opportunities to participate are fairly distributed among participants and all participants are equally listened to and respected. We designed a technology‐enhanced participatory visual learning analytical approach to promote equitable participation in dialogic collaborative problem solving from four dimensions: participation (i.e., ensuring equal contributions from all participants), opportunity (i.e., promoting equal engagement with others), responsiveness (i.e., encouraging equal attentiveness and responsiveness to others' input), and respect (i.e., cultivating a respectful communication style). Methods: The intervention class of fourth‐grade students (n = 59) interacted with a participatory visual learning analytical tool to reflect on their participation equity and learn productive peer talk moves to address equity issues concerning the four dimensions, while a comparison class (n = 59) only received simple feedback on participation and respect. Results: The results indicated that equal participation rates among group members were insufficient to secure participation equity. The intervention was effective in helping students realize and address equity‐related issues. Intervention students were more equitable regarding responsiveness and participation opportunity than the comparison students. Conclusions: The proposed multidimensional participation equity framework has the potential to deepen the understanding of equity and promote equitable learning interactions. Lay Description: What is currently known: Peer discussion has the potential to bring productive educational gains.Participation equity is essential in productive collaborative discussion.Participation equity currently mainly concerns the equality of participation. What we add: We use technology to help children analyse, visualize and reflect on participation equity.We use technology to teach students how to talk in an equitable approach.We define equity in four dimensions: participation, opportunity, responsiveness and respect. The implications for practitioners: Students should be guided to participate equally and respectfully in a group.Students should also be guided to equally listen to other group members' voices.Students should also be guided to equally address other group members.

CHINA; SCHOOL environment; SCALE analysis (Psychology); INTERPROFESSIONAL relations; CONVERSATION; RESPECT; DIVERSITY & inclusion policies; MATHEMATICS; TASK performance; T-test (Statistics); RESEARCH funding; EDUCATIONAL outcomes; AFFINITY groups; STATISTICAL sampling; PROBLEM solving; TEACHING methods; REFLECTION (Philosophy); ANXIETY; RANDOMIZED controlled trials; DESCRIPTIVE statistics; ANALYSIS of covariance; SOUND recordings; PRE-tests & post-tests; COMMUNICATION; SCHOOL children; CONCEPTUAL structures; ACADEMIC achievement; LEARNING strategies; VISUAL perception; QUALITY assurance; INTERPERSONAL relations; DATA analysis software; PATIENT participation; VIDEO recording

Journal of Computer Assisted Learning, 2024, Vol 40, Issue 4, p1632

0266-4909

Academic Journal

10.1111/jcal.12975