Presented at 9:15am in Plaza Court 2 on Friday, November 19, 2021.#34164
- Brett Fiedler, University of Colorado Boulder
- Length of Session: 1-hr
- Format: Lecture
- Expertise Level: Beginner
- Type of session: General Conference
Interactive science simulations are commonly used in college courses. Here we introduce PhET Interactive Simulations, free online simulations that support learning through science inquiry. We will then share our research into creating simulations accessible through visual, auditory, and haptic displays, and resources for supporting effective use.
The PhET Interactive Simulations project (http://phet.colorado.edu) at the University of Colorado Boulder, a resource that includes more than 130 free science and mathematics simulations, has been designing and implementing multiple new accessibility features into simulations to support access for students with disabilities - including students with visual impairments. These accessibility features include alternative input, auditory description accessible using many common screen readers, voicing, sonification (non-speech sound), and haptics. In this presentation, we will share our work developing accessible interactive physics simulations. We will introduce PhET simulations and common ways they are used in classrooms, describe our design process which includes iterative user studies with students who use screen readers, demonstrate some of our accessible simulations - including John Travoltage, and share resources that can support teachers in effective use of the simulations.
- Identifying challenges and current progress in accessible interactive learning resources.
- Using the accessible PhET Interactive Simulations.
- Supporting teachers in effective use of accessible interactive science simulations.
Cognitive/Learning, Mobility, Vision
Accessible Educational Materials, Research, Uncategorized, Web/Media Access
Dr. Fiedler has extensive experience in informal science learning environments, and working with teachers and youth in environments with hands-on inquiry learning. He investigates the use of auditory display and tactile devices to support learning for students with and without disabilities, through inclusive design approaches including co-design in partnering schools with students with disabilities.