STEM Educator Feedback
Regarding Appropriate 3D Model Design for Students with Blindness and Low Vision
Presented by:
Adam Amundsen and Holly Lawson
Project Funding
This 3d printer presentation is based upon work supported by the National Science Foundation under Grant No.1746128. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
Introduction
Research Question
How would STEM educators modify or enhance existing 3D models, to increase engagement and conceptual understanding in blind and low vision students?
Study Design - Focus Group
Image courtesy of stalbert.ca
Participants
Participant | Focus Group | Male/ Female | Years teaching STEM | Years Exp BVI students | Current Teaching Role | Subjects taught |
1 | 1 | Male | 10 | 8 | TSVI /faculty member and program coordinator for a TSVI program | Mathematics, Biology, Chemistry, Physics, Woodshop |
2 | 1 | Female | 5 | 2 | Gen Ed Elementary | All |
3 | 1 | Male | 14 | <1 | Gen Ed | Science and Math |
4 | 2 | Male | 20 | 7 | School for the Blind | Math, computer science |
5 | 2 | Female | 5 | >5 ? | School for the Blind | Math & Computer Science |
6 | 2 | Female | 20 | ? | Statewide STEM consultant for BVI students | Science, Technology, Engineering |
7 | 2 | Female | 17 | 12 | Residential school, school for the blind | Math, computer science, general stem class |
8 | 2 | Male | 5 | | Transcriber, TSVI | Math, computer science, general stem class |
Materials Selection
10 models →Test Focus Group →4 final models
Focus Group Questions
Models
Inner Ear: Textbook and 3D Model
How would you design a model to teach this subject?
Data Analysis
Results
Five Overarching Themes
Physical Characteristics of the Model
Multisensory Characteristics: Auditory
“multi-tiered information at whatever level the student wants or feels like they need to dive into” - Group 1
Multisensory Characteristics: Haptic
Multisensory: Integrating with Existing Materials
“streamlining access to the information they need, and making it memorable enough so that they can retain it”- Group 2
Student Use: Independent Use
Not given in isolation
Reference key
Enrichment
Multi-use exposure
Remote learning
“opportunities to do independent learning…is really lacking for blind and visually impaired students versus their peers.”
Student Use: Universal Design
use of videos
“beneficial to students with limited sight, but also our other students as well to have that extra way of conceptualizing, often very complex concepts”
Hesitancy: Is a 3D printed model appropriate?
“would I be better off describing this?” (black hole)
“If you know of a great reason why it should be in 3D, please tell me but I don't think I would use a 3D model for this” (molecular valence shells)
“We need to be careful as we use models, that we don't further misconceptions. I think there's always a risk of that when we're using a 3D model.” (inner ear)
Hesitancy: Time/Value
“ I can potentially do it but it's going to take too much time.” (subduction zone)
“ I can do this as a traditional type of graphic, and it will work fine and that will save you a bunch of time.” (valence shells)
“You can probably find the model somewhere and it would probably be a faster solution. find an existing model.” (black hole)
Hesitancy: How to use at home?
students might not have access to
Future Technology Integration
“pairing a 3D model with a talking tactile tablet …then they
can have a tactile drawing on the surface of the Tactile tablet,
some audio, and maybe questions that go along with it.”
Future Technology Integration
Virtual or Augmented Reality Headsets
“I think having all three, like we don't have to choose, and that's what's really opened up to me. We don't have to choose – we can have it auditory, we can have a screen reader that's putting it on a braille display right in front of them. To put it quite simply, I like that idea – 3D or the virtual reality goggles.”
Summary
3D printing: A controversial idea in education
Conclusion
Implications for the future
References
[Diagram of a black hole]. (n.d.). Retrieved May 1, 2022, from
https://medium.com/@amesett/down-the-rabbit-hole-whats-inside-a-black-H ole-3d82f999a83f
[Diagram of the outer and inner ear]. (n.d.). Retrieved May 1, 2022, from
https://www.usherkidsuk.com/structure-and-function.html
[Diagram of molecular valence electron shells]. (n.d.). Retrieved May 1, 2022, from
References
CAST (2018). Universal Design for Learning Guidelines version 2.2.
Retrieved from http://udlguidelines.cast.org
Shi, L., Lawson, H., Zhang, Z., & Azenkot, S. (2019). Designing interactive 3D
printed models with teachers of the visually impaired. In CHI Conference on
Human Factors in Computing Systems Proceedings (p. 197). ACM.
https://doi.org/10.1145/3290605.3300427
Tactile globe image courtesy of:
https://victoriancollections.net.au/items/59adfc8521ea690630e45837
References
[Diagram of coding process.] Williams, M. & Moser, T. (2019) The Art of Coding and Thematic Exploration in Qualitative Research. International Management Review 15(1), 47. Retrieved May 30, from, http://www.imrjournal.org/uploads/1/4/2/8/14286482/imr-v15n1art4.pdf
[Diagram of coding process.] (n.d.). Retrieved May 30, from, https://measuringu.com/mixing-methods/
Questions?