Science achievement gaps exhibit racial disparities starting in primary grades and have been shown to persist through middle and high school. In turn, increasing positive attitudes toward science have been shown as one factor that affects academic achievement and motivation among K-12 students. Exploring novel ways that technology can influence diverse students’ attitudes toward science, and the design elements pertinent therein, is thus one prominent goal toward achieving science education for all. Leveraging the immersive nature of Virtual Reality 360 videos, we present a design-based research iteration testing how a novel technology-enhanced learning experience influenced close to 400 urban elementary students’ attitudes toward science. Using a two-way MANCOVA analysis, the data support that our design iteration emphasizing context-specific learning can prime students that do not see science as relevant to them to change these attitudes in significantly positive ways. Implications are discussed around relationality, technology use in urban schools, and local contexts as learning resources.

中文翻译：

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虚拟现实中的关系设计：特定于上下文的学习作为内容相关性的入门

科学成就的差距从小学起就表现出种族差异，并且已经证明这种现象会持续到初中和高中。反过来，对科学的积极态度已被证明是影响K-12学生学习成绩和动力的因素之一。因此，探索新颖的技术可以影响不同学生对科学及其设计元素的态度，是实现全民科学教育的一项重要目标。利用虚拟现实360视频的身临其境的特性，我们提出了一种基于设计的研究迭代，测试了一种新颖的技术增强的学习体验如何影响近400名城市小学学生的科学态度。使用双向MANCOVA分析，我们的设计迭代强调的数据支持特定于上下文的学习可以使那些认为科学与他们无关的学生以显着积极的方式改变这些态度。讨论了有关关系，城市学校中的技术使用以及作为学习资源的本地环境的含义。