Supporting Simulation Use for Students with Intellectual and Developmental Disabilities

Abstract

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.