Listening to or looking at models: Learning about dynamic complex systems in science among learners who are blind and learners who are sighted

• Published in: Journal of computer assisted learning Vol. 40; no. 2; pp. 452 - 464
• Main Authors: Peleg, Ran, Lahav, Orly, Hagab, Noha, Talis, Vadim, Levy, Sharona T.
• Format: Journal Article
• Language: English
• Published: Chichester, UK John Wiley & Sons, Inc 01-04-2024; Wiley Subscription Services, Inc
• Subjects: Agent-based models; blind; Complex systems; Educational Environment; Environment models; Gas laws; Instructional Materials; Learning; Molecular theory; Public participation; Public Schools; Representations; School environment; science learning; sonification; Speech sounds; Students; Systems Approach; Visual Aids; Visual Environment; Workbooks
• ISSN: 0266-4909; 1365-2729
• DOI: 10.1111/jcal.12886

Background
Students who are blind are integrated into public schools in many countries, yet are often excluded from full participation in science since most learning materials are visual. To create a compensatory route, an existing model‐based inquiry‐learning environment was adapted by means of sonification (addition of non‐speech sounds that represent dynamic information). The learning environment uses agent‐based models and a complex systems approach to teach the Kinetic Molecular Theory (KMT) and Gas Laws. The models are accompanied by a workbook consisting of text (printed or auditory) and images (printed or tactile).
Objectives
The current research examined whether such perceptual compensation creates a comparable learning environment for learners who are blind compared with learners who are sighted using the original learning environment. The aim of the study is to expand knowledge about how the auditory channel may compensate the visual channel among individuals who are blind.
Methods
Conceptual learning in science and reasoning about complex systems were assessed using pre‐ and post‐questionnaires. To explore learners' learning progression throughout the unit, four progression analysis ‘windows’ were selected. These were groups of adjacent or nearly adjacent items in the workbook that permitted a glimpse of learners' progression.
Results
The sonified environment not only supported the learning of learners who are blind compared with the learning of learners who are sighted using visual material, but even furthered their learning with respect to diffusion, one of the more challenging concepts in KMT. It seems the types of sonified representations used in this study increased listeners' sensitivity to the micro‐level interactions in a way less accessible in visual representations.
Takeaways
Sonified environments can be provide learners who are blind with equitable participation by compensating and complementing the visual channel. Sonification can have implications for students who are blind as well as students who are sighted.
Lay Description
What is already known
Sonification is the use of non‐speech sounds to represent dynamic information. Sonification can potentialy be used to allow equitable participation for students who are blind.
What this paper adds
To test this, the study compared the outcomes of learners who are blind who used a sonified learning environment (L2C) to that of learners who are sighted who used a visual environment.
Implications for practice
Learners who are blind showed equal or better learning outcomes using the sonified models compared with the learners who are sighted using the visual models. There are major implications for integrating students who are blind in public school classrooms.