QR Code Labels and Audio Commentaries for Commonly Used Chemistry Laboratory Apparatus: An Assisted Learning Experience for Visually Impaired Students

Abstract

An instructional technology application of QR (quick response) codes for introducing commonly used chemistry laboratory apparatus for visually impaired students is presented. Audio commentaries describing commonly used apparatus were recorded. The commentaries consisted of concise introductions and applications of various apparatus used in high school and undergraduate chemistry laboratories. The QR code for each apparatus was produced and linked to the corresponding audio commentary via a unique URL. The QR code labels were attached to the apparatus. The QR codes were scanned on a mobile device and an audio commentary was played. Sixteen visually impaired students participated in testing the activity. The results of the testing activity underscored the efficacy of the technology offering an assisted physical learning experience. Technology presented in this article does not give visually impaired students an independent learning experience, rather it gives them an assisted learning experience which enhances their sense of inclusion in a laboratory environment.

The Future of Laboratory Chemistry Learning and Teaching Must be Accessible

“…This would include actively listening to and supporting student and staff networks such as NADSN, Women in Supramolecular Chemistry (WISC), TIGERSINSTEM, and DisabledInSTEM. Institutions encourage everyone involved with teaching to reflect on accessibility and inclusion of learning, teaching, and assessment. Institutions and individuals need to change and challenge the mantra of “if you can’t speed up, leave”. , This will be achieved by ensuring that chemistry teachers reflect on their learning goals and assessments to be careful that they are not assessing hidden curricula, able-bodiedness, comfort in the learning and assessment environment, culture, belonging and dis-belonging to or in groups etc. instead of chemistry knowledge.…”

“…• Institutions provide training around supporting disabled, chronically ill, or neurodivergent students, including training for instructors 51 and teaching assistants. 52 For example, concerning the use of assistance dogs in the laboratory, 53 46,55 This will be achieved by ensuring that chemistry teachers reflect on their learning goals and assessments to be careful that they are not assessing hidden curricula, able-bodiedness, comfort in the learning and assessment environment, culture, belonging and dis-belonging to or in groups etc. instead of chemistry knowledge.…”

“…Further examples of the development of accessible resources in chemistry include building in flexibility and choice within the program, 39 , 41 using 3-dimensional tactile models, 42 , 43 applying computer vision to laboratory operations such as titrations, 44 using software to describe chemical phenomena such as color changes, 45 and using QR code labels and audio commentaries for commonly used chemistry laboratory apparatus. 46 …”

“…Institutions and individuals need to change and challenge the mantra of “if you can’t speed up, leave”. 46 , 55 This will be achieved by ensuring that chemistry teachers reflect on their learning goals and assessments to be careful that they are not assessing hidden curricula, able-bodiedness, comfort in the learning and assessment environment, culture, belonging and dis-belonging to or in groups etc. instead of chemistry knowledge.…”

Química orgânica para alunos com deficiência visual: uma estratégia de aprendizagem combinando uso de modelos 3D e audiodescrição

“…Em pesquisas realizadas em periódicos internacionais, destaca-se o trabalho de Dabke et al (2021) que apresentou uma aplicação de tecnologia instrucional de códigos de respostas rápidas (QR codes) para a introdução de aparelhos de laboratório comumente usados nas aulas de Química para alunos com deficiência visual. A audiodescrição associada consistiu em introduções concisas e aplicações de vários aparelhos usados em laboratórios de química do ensino médio e de graduação.…”