Identifying and evaluating conceptual representations for auditory-enhanced interactive physics simulations

Tomlinson, Brianna J.; Walker, Bruce N.; Moore, Emily B.

doi:10.1007/s12193-021-00365-z

Cited by 2 publications

(1 citation statement)

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“…Also, sound is conveyed by simple headphones in stereo, which by adjusting the volume and the relative volume between the two earpieces allows for a 2D representation of the particles. Following the authors' original work (Lahav & Levy, 2011;Levy & Lahav, 2012), PhET, a University of Colorado based project specialising in interactive simulations, has started developing similar sonified models (Moore, 2015;PhET, n.d.;Tomlinson et al, 2019Tomlinson et al, , 2021Winters et al, 2019). This research paper builds on a long process of research and development work by the Authors and their colleagues.…”

Section: The L2c Environmentmentioning

confidence: 99%

Listening to or looking at models: Learning about dynamic complex systems in science among learners who are blind and learners who are sighted

Peleg,

Lahav,

Hagab

et al. 2023

Computer Assisted Learning

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BackgroundStudents who are blind are integrated into public schools in many countries, yet are often excluded from full participation in science since most learning materials are visual. To create a compensatory route, an existing model‐based inquiry‐learning environment was adapted by means of sonification (addition of non‐speech sounds that represent dynamic information). The learning environment uses agent‐based models and a complex systems approach to teach the Kinetic Molecular Theory (KMT) and Gas Laws. The models are accompanied by a workbook consisting of text (printed or auditory) and images (printed or tactile).ObjectivesThe current research examined whether such perceptual compensation creates a comparable learning environment for learners who are blind compared with learners who are sighted using the original learning environment. The aim of the study is to expand knowledge about how the auditory channel may compensate the visual channel among individuals who are blind.MethodsConceptual learning in science and reasoning about complex systems were assessed using pre‐ and post‐questionnaires. To explore learners' learning progression throughout the unit, four progression analysis ‘windows’ were selected. These were groups of adjacent or nearly adjacent items in the workbook that permitted a glimpse of learners' progression.ResultsThe sonified environment not only supported the learning of learners who are blind compared with the learning of learners who are sighted using visual material, but even furthered their learning with respect to diffusion, one of the more challenging concepts in KMT. It seems the types of sonified representations used in this study increased listeners' sensitivity to the micro‐level interactions in a way less accessible in visual representations.TakeawaysSonified environments can be provide learners who are blind with equitable participation by compensating and complementing the visual channel. Sonification can have implications for students who are blind as well as students who are sighted.

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