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dc.contributor.author Tomlinson, Brianna J. en
dc.contributor.author Kaini, Prakriti en
dc.contributor.author Walker, Bruce N. en
dc.contributor.author Batterman, Jared M. en
dc.contributor.author Moore, Emily B. en
dc.date.accessioned 2018-05-17T22:56:50Z
dc.date.available 2018-05-17T22:56:50Z
dc.date.issued 2018 en
dc.identifier.issn 2330-4219 en
dc.identifier.uri http://hdl.handle.net/10211.3/202996
dc.description 33rd Annual International Technology and Persons with Disabilities Conference Scientific/Research Proceedings, San Diego, 2018 en
dc.description.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. en
dc.format application/pdf en
dc.format.extent 17 pages en
dc.language.iso eng en
dc.publisher California State University, Northridge. en
dc.rights Creative Commons Attribution-NoDerivs 4.0 Unported License.; Copyright 2018 by the authors and California State University, Northridge
dc.subject Sonification en
dc.subject intellectual and developmental disabilities en
dc.subject science education en
dc.subject simulations en
dc.title Supporting Simulation Use for Students with Intellectual and Developmental Disabilities en
dc.type Articles en


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