Design and evaluation of a multi-sensory representation of scientific data

Abstract

IntroductionModern sciences and Astrophysics in particular study objects and phenomena not visible in physical terms, that is they cannot be investigated with the eyes or analogous optical systems. Nevertheless, they make intensive use of visual representations, showing data in a figurative way, using lights, shadows, colors, and shapes familiar to the user and aesthetically pleasant. Besides being inaccessible for Blind and Visually Impaired (BVI) users, such figurative visual representation can lead to misunderstandings about the real nature of the represented object, physically invisible, particularly if the representation code is not declared. In this work we argue that multi-sensory representations clearly arbitrary, i.e., that do not aim to imitate reality, are a valid choice for an effective learning and understanding of astronomical science and for an effective meaning-making process for all. The presence of a cognitively challenging code of representation can make the fruition more conscious and attentive, leading to a deeper understanding of the represented reality, also mirroring the search for relevant information proper of basic research. In an equity perspective, multi-sensory representations also create an effective common ground for inclusion among people with diverse abilities, skills, and learning styles, in the framework of Universal Design for Learning.MethodsIn order to investigate our hypothesis we designed two mono-sensory representation (one only haptic and the other only acoustic) and tested them in individual and group workshops with both sighted and BVI users. We then used our results to guide the design of a multi-sensory representation of non-visible astronomical data including visual, acoustic, and haptic stimuli. We tested this representation as well, in order to refine and propose it to the public.ResultsThe result is the exhibit “Sense the Universe,” to be used for outreach and education. “Sense the Universe” was part of a museum exhibition attended both by sighted and BVI users, where we collected feedback about the final outcome of our work.DiscussionOur findings suggest the validity of multi-sensory representations for a truly and effective engagement in scientific learning, both in terms of intelligibility and persistence of scientific contents and of a more equal access to scientific culture.

A Universe of Sound: processing NASA data into sonifications to explore participant response

“…The first misconception is the source of the sound (i.e., the sounds are only representations of the data), which is rectifiable with better explanations of the sonification process. Similar misconceptions may also affect visually represented data, for example, the translation of X-ray data to visually accessible images, where the viewer might conclude that these celestial objects are visible to the human eye (Varano and Zanella, 2023). The second misconception is how sonification represents scientific data.…”

Evaluation of the Effectiveness of Sonification for Time-series Data Exploration

“…Even the matter that does often emits light at frequencies outside the human visible range or is too faint to be seen directly. Finally, data collected at the telescope are not collected as images, but rather as digital numbers that researchers turn into visuals (e.g., Guiotto Nai Fovino et al 2023a;Varano & Zanella 2023). Existing reviews outlined the usefulness of astronomical sonification in both scientific and educational contexts (Hermann et al 2011;Zanella et al 2022).…”

Experiencing accessibility of historical heritage places with individuals living with visible and invisible disabilities

“…Although there is some literature about access to culture that takes into consideration the point of view of people with disabilities, such museum accessibility ( 16 , 17 ), there are not so many studies that have been carried out in the specific field of historical heritage considering the first-person experience of people with disabilities ( 10 , 12 , 15 , 18 ). Studies that consider the perspectives of people with disabilities in a patrimonial context usually do so through interviews or questionnaires ( 9 , 19 ) or usually only involve people with physical disabilities ( 20 , 21 ).…”