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VTS+: A VISUAL THINKING STRATEGIES VARIANT FOR LOW-INTERACTIVITY DISTANCE LEARNING

The COVID-19 pandemic has forced governments and educational institutions around the world to look for viable alternatives to campus-based education. However, pedagogical methods such as Visual Thinking Strategies (VTS) might need to be adapted to low-interactivity distance learning environments, such as datacasting. This paper describes VTS+, a version of VTS that, in addition to asking the three VTS foundation questions, involves getting the student to iteratively write down his or her answers to the three foundation questions of VTS until no further details could be observed, and finally writing down what the visual text is communicating to the student. These innovations were designed to increase the degree of learner-self conversation and, through prolonged engagement with the teacher-selected visual text, also the degree of learner-teacher conversation. Quasi-experimental results indicate the effectiveness of VTS+ and a surprising outcome: the conciseness of final interpretations. © Proceedings of the International Conference on E-Learning 2022, EL 2022 - Part of the Multi Conference on Computer Science and Information Systems 2022, MCCSIS 2022. All rights reserved.