In this study, we explore how enhancing interactive science simulations with sonifications can scaffold interaction and learning for students with intellectual and developmental disabilities (I/DD). We added auditory cues to three PhET Interactive Simulations as additional feedback to highlight important concepts and relationships. Working with seventeen students who have I/DD, we evaluated the success of these cues in emphasizing science concepts, explored what additional help may be necessary to support successful inquiry-based learning for these students, and collected feedback on the auditory cues and the students’ overall user experience.
Supporting Simulation Use for Students with Mild Cognitive Impairment
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