Making the invisible visible: practical applications of visual metaphors in teaching and learning accounting

Schwartz, Nadia

doi:10.1080/1051144x.2020.1737906

Cited by 6 publications

(1 citation statement)

References 47 publications

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“…To ensure comprehension by our target audience, Chinese fourth-grade primary school students, we selected graph types that align with their visual literacy (Ryan, 2016). Bright colours and a visual metaphor, such as the windmill, were incorporated to engage young students (Schwartz, 2020), while multiple complementary visualizations were employed to enhance their understanding of participation equity (Ainsworth, 2014).…”

Section: Analysing and Reflecting On Participation Equitymentioning

confidence: 99%

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

Hu,

Chen,

2024

Computer Assisted Learning

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BackgroundThe 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.ObjectivesIn 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).MethodsThe 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.ResultsThe 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.ConclusionsThe proposed multidimensional participation equity framework has the potential to deepen the understanding of equity and promote equitable learning interactions.

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Section: Analysing and Reflecting On Participation Equitymentioning

confidence: 99%