Emily B. Moore

A Balloon, a Sweater, and a Wall: Developing Design Strategies for Accessible User Experiences with a Science Simulation

Interactive computer simulations are effective learning tools commonly used in science education; however, they are inaccessible to many students with disabilities. In this paper, we present initial findings from the design and implementation of accessibility features for the PhET Interactive Simulation, Balloons and Static Electricity. Our focus: access for screen reader users. We designed an interaction flow that connected keyboard interactions with reactions in dynamic content. Then using a Parallel Document Object Model (PDOM), we created access to simulation content and interactive sim objects. We conducted interviews with screen reader users to evaluate our progress, and to understand better how they engage with interactive simulations. We share findings about our successes and challenges in the design and delivery of dynamic verbal text description, of efficient keyboard navigation, and the challenges we faced in making a keyboard accessible drag and release mechanism for a highly interactive simulation object, a Balloon.

Exploring the Relationship Between Implicit Scaffolding and Inclusive Design in Interactive Science Simulations

Interactive science simulations are commonly used educational tools. PhET Interactive Simulations are a popular suite of free science simulations used by teachers and students worldwide. These simulations are designed using implicit scaffolding, a design framework developed by the PhET project. Implicit scaffolding supports student learning without the use of instructions or other explicit guidance within the simulations. Recently, the PhET project has begun expanding the inclusive features in the simulations and aims to broaden implicit scaffolding beyond the visual. In this work, we present results from an analysis of user interviews exploring the relationship between auditory description design and implicit scaffolding. Findings indicate that our approaches to auditory descriptions can result in productive user interactions, similar to those found in prior work on implicit scaffolding with visual designs, demonstrating that implicit scaffolding approaches can include non-visual design.

Keyboard and Screen Reader Accessibility in Complex Interactive Science Simulations: Design Challenges and Elegant Solutions.

Interactive science simulations are commonly used educational tools that, unfortunately, present many challenges for robust accessibility. The PhET Interactive Simulations project creates a suite of widely used HTML5 interactive science simulations and has been working to advance the accessibility of these simulations for users of alternative input devices (including keyboards) and screen reader software. To provide a highly interactive experience for students, science simulations are often designed to encourage interaction with real-world or otherwise physical objects, resulting in user interface elements being implemented in ways either unrecognizable as native HTML elements, or that require fully custom implementation and interactions. Here, we highlight three examples of simulation design scenarios that presented challenges for keyboard and screen reader access. For each scenario, we describe our initial approach, challenges encountered, and what we have found to be the most elegant solution to address these challenges to date. By sharing our approaches to design and implementation, we aim to contribute to the general knowledge base of effective strategies to support the advancement of accessibility for all educational interactives.

Parallel DOM Architecture for Accessible Interactive Simulations

Interactive simulations are used in classrooms around the world to support student learning. Creating accessible interactive simulations is a complex challenge that pushes the boundaries of current accessibility approaches and standards. In this work, we present a new approach to addressing accessibility needs within complex interactives. Within a custom scene graph that utilizes a model-view-controller architectural pattern, we utilize a parallel document object model (PDOM) to create interactive simulations (PhET Interactive Simulations) accessible to students through alternative input devices and descriptions accessed with screen reader software. In this paper, we describe our accessibility goals, challenges, and approach to creating robust accessible interactive simulations, and provide examples from an accessible simulation we have developed and possibilities for future extensions.

Demonstration: Screen Reader Support for a Complex Interactive Science Simulation

Interactive simulations are increasingly important in science education, yet most are inaccessible to blind learners. We demonstrate an accessible version of a simulation, Balloons and Static Electricity, that illustrates responses to key challenges in providing screen reader support: the need to describe unpredictable sequences of events, the manipulation of objects that act as both controls and displays, and the management of descriptions of changes in the state of the simulation as well as of the state of the interactive object, itself. Meeting these challenges requires extending current practices for verbal description of visual interactive content.

Tilting the Tablet: The Effect of Tablet Tilt on Hand Occlusion

During use of touch-screen tablet devices, the users hand can occlude regions of the screen. Here, we present results from an exploratory study of hand orientation and occlusion among American primary school students using a touch-screen tablet device. We investigated hand orientations, amount of occlusion, and the effects of tablet tilt angle (flat or tilted) on students preferred hand orientations when using a touch-screen tablet device. From 18 interviews with 5th-7th grade students using interactive science simulations, we found five common hand orientations corresponding to a range from high to low occlusion. Tablet tilt angle considerably impacted students preferred hand orientations. Based on these results, we suggest that encouraging students to work on tablets with a moderate tilt angle (30-45 degrees), rather than lying flat on a table, could significantly decrease occlusion and increase the effectiveness of touch-screen tablet devices for learning.

Opportunity: Inclusive Design for Interactive Simulations

Interactive simulations are becoming increasingly important in education, but these tools are not accessible to many learners. Here, we share some goals to guide the development of accessible simulations, and summarize early findings in development efforts. We also highlight challenges and opportunities where the unique expertise of the ASSETS community is needed. We hope to interest readers in participating in the growing community designing, developing, and researching interactive simulations for learning.

Design and Evaluation of a Multimodal Science Simulation

We present a multimodal science simulation, including visual and auditory (descriptions, sound effects, and sonifications) display. The design of each modality is described, as well as evaluation with learners with and without visual impairments. We conclude with challenges and opportunities at the intersection of multiple modalities.

Advances in PhET Interactive Simulations: Interoperable and Accessible

Over more than a decade, the PhET Interactive Simulations project has created a suite of interactive simulations (sims) that support learning of science and mathematics content through exploration and discovery. Here we describe the state of the art in interactive science simulations, historical innovations that enabled this state, and current initiatives to advance the field.

Increasing the accessibility of PhET Simulations for students with disabilities: Progress, challenges, and potential

Despite the potential of PhET Interactive Simulations to foster engagement and participation in science education, they are currently inaccessible for many students with disabilities. This is due to the reliance on predominantly visual representations of concepts and interfaces that rely on dexterity with a mouse or touchscreen device. In 2014, the PhET project began an initiative to increase the accessibility of PhET’s HTML5 simulations for students with and without disabilities, using inclusive design approaches. Since then, we have overcome technical challenges, started a (growing) accessible simulation design community, published the first keyboard and screen reader accessible PhET simulation, and engaged in research of inclusive features with students with diverse needs. Here, we share our progress, challenges, and the potential of creating accessible – and inclusive – educational resources for physics classrooms.