Taliesin L. Smith, OCAD University
Clayton Lewis, University Colorado, Boulder
Emily B. Moore, University Colorado, Boulder
HCII, Toronto ON, July 22, 2016
P1 (paraphrased): I wanted to study Chemistry, but when I started losing my sight in high school, my teachers could not figure out a way for me to do it. They suggested Biology, but still that was still a passive experience.
P6: " Interesting, I hear you talk about the negative charges and everything, and I feel kind of stupid because I don't even remember if like the little static shocks we get are negative or positive. I guess they are negative."
Consider a simple exploration of Balloons & Static Electricity.
learners can explore the sim and engage in open questioning.
I wonder what happens if… and then immediately try it out.
How might a student who cannot see the visuals, and who does not use the mouse, interact & learn along side their sighted peers with this simulation?
P1: "I generally use the arrow keys to navigate line by line."
P8 (paraphrased for brevity) "I'm new to this site, so I am first going to go through everything with the down arrow [...] I'm repeating stuff to make sure I didn't miss anything. [...] Now, I'm going to do a Tab through."
P3: [with 2 negatively charged balloons on the Sweater] "I want to see what happens if I put one balloon on top of the other." [second Balloon repels and moves to the bottom of the sweater.] "What will happen if I do the same thing on the Wall?"
P5: [After first rubbing Balloon on Sweater] "Hmmm...I got a lot more charges than I had before."
More information: phet.colorado.edu/en/accessibility
Taliesin L. Smith: email@example.com