Enabling people who are blind to experience science inquiry learning through sound‐based mediation

Abstract

This paper addresses a central need among people who are blind, access to inquiry‐based science learning materials, which are addressed by few other learning environments that use assistive technologies. In this study, we investigated ways in which learning environments based on sound mediation can support science learning by blind people. We used NetLogo, a multi‐agent programmable modeling environment that is widely used for learning about complex systems. In order to provide blind people with access to such models, we used a component that supports sound‐based mediation. The sound‐based mediation provided real‐time information regarding objects' speed, location, and interactions with other objects. We examined blind people's learning about a chemical system of contained gas particles. The study employs a pre‐test intervention–post‐test design. Four adults participated individually in the study. They achieved most referent‐representation connections; their scientific conceptual knowledge became more specific and aligned with scientific knowledge; and their systems reasoning showed greater discrimination and relation between components. Discussion addresses learning with sound‐based mediation in broader terms and suggests further research into the potential of this unique type of low‐cost learning environment to assist blind people in their science learning.

Accommodations in Digital Interactive STEM Assessment Tasks

“…Recent research relevant to accommodating the needs of learners with vision impairments has largely focused on methods for rendering graphical or three-dimensional content accessible for blind students and those with low vision (Darrah, 2013; Goncu & Marriott, 2011; Hansen et al, 2016; Levy & Lahav, 2011; Sullivan, Sahasrabudhe, Liimatainen, & Hakkinen, 2014). The technologies tested in these studies include tactile or vibrotactile interfaces, haptic feedback devices, and audio interfaces describing visual content.…”

“…Cognitive-deficit areas (e.g., attention, processing, and memory) can impact academic functioning in STEM. While the science content area has been targeted by some accommodation research (e.g., Glass & Oliveira, 2014; Hansen et al, 2016; Levy & Lahav, 2011; McMahon et al, 2016; Quellmalz et al, 2011; Quellmalz, Timms, Silberglitt, & Buckley, 2012; Shelton, 2012), as CBT contexts become richer and more interactive, such content should be targeted for future research of tools for accommodation. The current body of literature for designing and implementing accommodations and appropriate tools in the area of CBT for science is lacking and calls for more research and informed practice around the implementation and utility of accommodations for SWD within this academic context.…”

Sonic Interaction Design for Science Education

“…Initial considerations. Leveraging previous work in inquirybased learning and sonification design (e.g., Levy & Lahav, 2012), we propose the use of design-based research to support sonic information design (SID) for the PhET sims. Designbased research supports iterative and overlapping rounds of situated, frequent evaluations where input is gathered through qualitative and quantitative methods -leveraging the skills and feedback from participants as co-designers (Barab & Squire, 2004).…”

Using Data Sonification to Overcome Science Literacy, Numeracy, and Visualization Barriers in Science Communication

“…However, most instances of sonification research for the visually impaired are for assistance with daily life and navigation (Velázquez, 2010;Mascetti et al, 2016), and studies of engagement with the sonification of geographic or scientific (e.g., gas particle models) data show promising results but are often in the exploratory or small-sample-size stages (Delogu et al, 2010;Levy and Lahav, 2012;Weir et al, 2012). While further research into data sonification can help to quantify the learning benefits for both sighted and visually impaired individuals, the modality certainly offers engaging ways for the visually impaired to interact with informal learning environments and scientific textbook studies that would otherwise be inaccessible to them.…”