NSF Org: |
DRL Division Of Research On Learning |
Recipient: |
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Initial Amendment Date: | February 12, 2019 |
Latest Amendment Date: | July 25, 2023 |
Award Number: | 1845490 |
Award Instrument: | Continuing Grant |
Program Manager: |
Robert Ochsendorf
rochsend@nsf.gov (703)292-2760 DRL Division Of Research On Learning EDU Directorate for STEM Education |
Start Date: | August 1, 2019 |
End Date: | July 31, 2025 (Estimated) |
Total Intended Award Amount: | $991,992.00 |
Total Awarded Amount to Date: | $991,992.00 |
Funds Obligated to Date: |
FY 2020 = $192,132.00 FY 2021 = $201,923.00 FY 2022 = $203,286.00 FY 2023 = $208,953.00 |
History of Investigator: |
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Recipient Sponsored Research Office: |
221 N GRAND BLVD SAINT LOUIS MO US 63103-2006 (314)977-3925 |
Sponsor Congressional District: |
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Primary Place of Performance: |
3450 Lindell Blvd St. Louis MO US 63103-1110 |
Primary Place of Performance Congressional District: |
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Unique Entity Identifier (UEI): |
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Parent UEI: |
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NSF Program(s): | Discovery Research K-12 |
Primary Program Source: |
04002324DB NSF STEM Education 04002223DB NSF Education & Human Resource 04002021DB NSF Education & Human Resource 04001920DB NSF Education & Human Resource |
Program Reference Code(s): |
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Program Element Code(s): |
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Award Agency Code: | 4900 |
Fund Agency Code: | 4900 |
Assistance Listing Number(s): | 47.076 |
ABSTRACT
Consider learning visual subjects such as math, engineering, or science without being able to see. Suddenly, the graphs, charts, and diagrams that provide a quick way to gather information are no longer effective. This is a challenge that students with visual impairments face in classrooms today as educational materials are most often presented electronically. The current way that individuals with visual impairments "read" graphics is through touch, feeling raised dots and patterns on paper that represent images. Creating these touch-based graphics requires extensive time and resources, and the output provides a static, hard-copy image. Lack of access to graphics in STEM subjects is one of the most pressing challenges currently facing individuals with visual impairments. This is a concern given the low representation of students with these disabilities in STEM fields and professions.
This project investigates how to use new touch technologies, like touchscreens, to create graphics and simulations that can be felt, heard, and seen. Using readily available, low-cost systems, the principal investigator will investigate how to map visual information to touch and sound. This research builds on prior research focused on representing the building blocks of graphics (points, lines, and shapes) nonvisually. In this project, the investigator will determine how to represent more challenging graphics such as charts, plots, and diagrams, nonvisually. The project will then explore the role of touch feedback in interactive simulations, which have moving elements that change with user input, making nonvisual access challenging. Finally, the projects extends the research to students with other disabilities, toward understanding the benefits and changes necessary for touch technologies to have broad impact. The project involves group and single-subject designs with approximately 65 students with visual impairments and focuses on the following outcomes of interest: students' graph literacy, percent correct on task assessments, time of exploration, response time, number of revisits to particular areas of the graphic, and number of switches between layers. Working closely with individuals with disabilities and their teachers, this work seeks to bridge the current graphical accessibility gap in STEM and raise awareness of universal design in technology use and development.
The CAREER program is a National Science Foundation (NSF)-wide activity that offers awards in support of junior faculty who exemplify the role of teacher-scholars through outstanding research, excellent education, and the integration of education and research within the context of the mission of their organizations. This project is supported by NSF's Discovery Research PreK-12 (DRK-12) program. DRK-12 seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.
This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.
PUBLICATIONS PRODUCED AS A RESULT OF THIS RESEARCH
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