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)人在STEM领域就业。匮乏 无障碍住宿到视觉上丰富的动态STEM内容构成了BLV成功的障碍 学生在STEM教育过程中的整个学术旅程。这个SBIR的目标是一个可用的系统 为交互式数字媒体(IDM)提供便利，以便有深刻视觉挑战的学生可以在 与有视力的同行基本相同的环境，从而增加STEM内容知识， 独立解决问题，并在包容的课堂中建立团队合作。即将推出的产品 在第一阶段将开发一套基于游戏的光学谜题，通过网络浏览器提供，以及 与初中/高中物理科学NGSS标准保持一致。将包括两个备用接口 对于可访问性，使用可被网络摄像头识别的触觉操作，因此系统可以 为IDM提供音频指令，另一个使用带有键盘控制的纯音频反馈。这个 所提出的方法是STEM IDM的首创，它结合了来自认知的见解 感官替代理论。中心假设是两步法来开发基本的 当使用纯音频界面时，使用触觉加音频方法的空间技能将带来更大的成功。 STEM IDM的这种双重适应方法超越了Web内容可访问性准则，为 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 以创建方法消除系统性障碍的通用设计学习框架为基础 这符合最广泛的用户需求。据预计，普通学生人数 会发现这些便利是有帮助的，创造了一个更具包容性的学习环境，并增加了自我 在STEM、学校、大学和职业生涯中取得的成效和成功。第一阶段的目标包括1)收集洞察力 来自视障教师，关于产品设计和产品采用的潜力， 2)迭代开发两个交互界面的盲生光学游戏；3)多个 基线单病例设计(MB SCD)对盲人高中生触觉的假设进行检验 Plus音频接口可以支持学生使用更全面、更公平的纯音频接口，方法是 帮助发展关键的空间和可视化技能。随着第一阶段项目的成功，在第二阶段， 住宿系统将在一套基于游戏的IDM中实施，用于物理科学，而更长的- 将进行术语MB SCD研究，以衡量概念知识和STEM方面的有效性 自我效能。提供真正可访问和包容的STEM IDM的价值主张将导致 通过与现有教育内容提供商的合作协议实现商业化。