Multisensory Augmented Reality as a bridge to audio-only accommodations for inclusive STEM interactive digital media

多感官增强现实作为包容性 STEM 交互式数字媒体的纯音频住宿的桥梁

• 批准号: 10693600
• 负责人: Julia Winter
• 金额: $ 27.58万
• 依托单位: ALCHEMIE SOLUTIONS, INC.
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-09-18 至 2024-09-17
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10693600
• 关键词: Adopted; Adoption; Agreement; Augmented Reality; Businesses; Chemistry; Cognitive; Data; Development; Education; Educational process of instructing; Effectiveness; Electrostatics; Environment; Equity; Feedback; Focus Groups; Formulation; Future; General Population; Geometry; Goals; Guidelines; High School Student; Incidence; Individual; Institution; Instruction; Internet; Knowledge; Laws; Lead; Learning; Legal patent; Light; Marketing; Measures; Methods; Modeling; Online Systems; Optics; Phase; Pilot Projects; Population; Problem Solving; Provider; Research Design; STEM career; STEM field; Schools; Science, Technology, Engineering and Mathematics Education; Self Efficacy; Small Business Innovation Research Grant; Students; Surveys; System; Tactile; Technology; Testing; Time; Touch sensation; Vision; Visual; Visual impairment; Visualization; Visually Impaired Students; blind; career; college; commercial application; commercialization; design; digital; digital media; educational atmosphere; effectiveness measure; experience; game development; high school; improved; insight; multisensory; peer; physical science; programs; prototype; scaffold; sensory substitution; sensory system; skill acquisition; skills; sound; student participation; success; systemic barrier; teacher; technological innovation; theories; usability

Only 3% of individuals who are blind or have low vision (BLV) have been employed in a STEM field. The lack of accessible accommodations to visually rich dynamic STEM content creates roadblocks to success for BLV students in STEM education throughout their academic journey. The goal of this SBIR is a usable system of accommodations for Interactive Digital Media (IDM), so students with profound visual challenges can learn in an essentially equivalent environment as their sighted peers, thus increasing STEM content knowledge, independent problem-solving, and building teamwork within an inclusive classroom. The product to be developed in Phase I will be a game-based set of puzzles for optics, delivered through a web browser, and aligned with middle/high school NGSS standards for physical science. Included will be two alternate interfaces for accessibility, one that uses tactile manipulatives that are recognized by a webcam, so the system can deliver audio instructions for the IDM, and the other using audio-only feedback with keyboard controls. The proposed method is a first-of-its-kind accommodation for STEM IDM incorporating insights from the cognitive theory of sensory substitution. The central hypothesis is that a two-step approach for developing foundational spatial skills with the tactile plus audio approach will lead to more success when using an audio-only interface. This dual accommodation method for STEM IDM goes beyond Web Content Accessibility Guidelines to set a new standard for accessibility, usability, and pedagogical effectiveness. This project’s development is grounded by the Universal Design for Learning framework of eliminating systemic barriers by creating methods that match the widest possible range of users’ needs. It is anticipated that the general population of students will find these accommodations helpful, creating a more inclusive learning environment and increasing self- efficacy and success in STEM, in school, college, and careers. Aims in Phase I include 1) Collecting insight from Teachers of Visually Impaired, both for product design and as to the potential for adoption of the product, 2) Iterative development of the Optics Game with two alternate interfaces for blind students, and 3) A multiple baseline single case design (MB SCD) study of blind high school students to test the hypothesis that the tactile plus audio interface can support student use of the more inclusive and equitable audio-only interface, by helping to develop key spatial and visualization skills. With a successful Phase I project, in Phase II the dual accommodation system will be implemented in a suite of game-based IDM for physical science, and a longer- term MB SCD study will be undertaken to measure effectiveness in terms of concept knowledge and STEM self-efficacy. The value proposition of providing truly accessible and inclusive STEM IDM will lead to commercialization through partnership agreements with established educational content providers.

只有3％的盲人或低视力（BLV）的个体在茎领域被雇用。缺乏 视觉上富含动态的茎内容可访问的住宿可为BLV成功创造障碍 在整个学术旅程中，STEM教育的学生。这个SBIR的目标是可用的系统 交互式数字媒体（IDM）的住宿，因此具有深远视觉挑战的学生可以学习 本质上是一个等效的环境，因为他们看到的同龄人，从而增加了茎内容知识， 独立的问题解决，并在包容性的教室中建立团队合作。产品是 在第一阶段开发的是通过Web浏览器交付的基于游戏的拼图集，并且 与中/高中NGSS物理科学标准保持一致。其中包括两个替代接口 对于可访问性，使用网络摄像头识别的触觉操纵的一种，以便系统可以 提供IDM的音频说明，而另一个使用键盘控件的只有音频反馈。这 提出的方法是用于STEM IDM的首个编码认知见解的住宿 感觉替代理论。中心假设是开发基础的两步方法 使用触觉和音频方法的空间技能在使用仅音频界面时将带来更大的成功。 STEM IDM的这种双重住宿方法超出了Web内容可访问性指南，以设置一个 可访问性，可用性和教学有效性的新标准。这个项目的发展是 以通用设计框架为基础，用于通过创建方法来消除系统障碍 这符合最广泛的用户需求范围。预计普通学生人数 会发现这些住宿有用，创造更具包容性的学习环境并增加自我 在第一阶段的目标包括1）收集见解 来自视力障碍的老师，无论是用于产品设计还是采用产品的潜力， 2）光学游戏的迭代开发具有两个替代界面的盲人学生，3）多个 基线单案设计（MB SCD）研究盲人高中生，以检验触觉的假设 再加上音频接口可以支持学生使用更具包容性和公平性音频接口的使用 帮助发展关键的空间和可视化技能。在成功的I阶段项目中，在II阶段二重 住宿系统将在基于游戏的IDM套件中实施，用于物理科学，以及较长的 MB术语SCD研究将进行衡量概念知识和STEM的有效性 自我效能。提供真正可访问和包容的词干IDM的价值建议将导致 通过与已建立的教育内容提供者达成的合作协议商业化。