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Physical computing enables learners to create interactive projects using tangible materials and electronic components. These projects commonly utilize microcontroller boards like the micro:bit. In contrast, computer vision (CV) is a powerful technique for detecting input through interaction with everyday materials like paper, and it can be utilized for physical computing projects. However, CV-based toolkits are typically limited to input detection and rely on screen-based or projected outputs. This paper presents a hybrid approach that integrates a CV-based platform called Paper Playground with the micro:bit electronics platform. By combining CV-detected, paper-based inputs with the rich input-output possibilities of microcontroller-based systems, we showcase a multimodal physical computing toolkit. Through three project examples, we explore how this hybrid approach can enhance the creative possibilities in physical computing, and develop a preliminary design space combining CV-based and electronics-based physical computing. 

Paper prototyping presents a low-entry barrier method to engaging youth in interaction design. Purely paper-based designs leave a large gap between ideation and implementation. Paper Playground is a prototyping tool that connects physical and virtual papers with JavaScript programs, enabling the creation of multimodal prototypes in both face-to-face and virtual settings. Paper Playground is being designed and developed through iterative co-design activities including youth and adults. Here we present findings from remote co-design sessions with youth, investigating what affordances the participants requested from a multimodal prototyping tool. We reflect on the co-designers desires and remarks on paper use for interactive project design, remote collaborative use, and extensibility for physical computing. 

Sensory extensions enhance our awareness by transforming variations in stimuli normally undetectable by human senses into perceivable outputs. Similarly, interactive simulations for learning promote an understanding of abstract phenomena. Combining sensory extension devices with interactive simulations gives users the novel opportunity to connect their sensory experiences in the physical world to computer-simulated concepts. We explore this opportunity by designing a suite of wearable sensory extension devices that interface with a uniquely inclusive PhET Simulation, Ratio and Proportion. In this simulation, two hands can be moved on-screen to various values, representing different mathematical ratios. Users explore changing hand heights to find and maintain ratios through visual and auditory feedback. Our sensory extension devices translate force, distance, sound frequency, and magnetic field strength to quantitative values in order to control individual hands in the computer simulation. This paper describes the design of the devices and our analysis of feedback from 23 high-school aged youth who used our designs to interact with the Ratio and Proportion simulation. 

The evolution of Web Speech has increased the ease of development and public availability of auditory description without the use of screen reader software, broadening its exposure to users who may benefit from spoken descriptions. Building off an existing design framework for auditory description of interactive web media, we have designed an optional Voicing feature instantiated in two PhET Interactive Simulations regularly used by students and educators globally. We surveyed over 2000 educators to investigate their perceptions and preferences of the Web Speech-based Voicing feature and its broad appeal and effectiveness for teaching and learning. We find a general approval by educators of the Voicing feature and more moderate statement ratings than expected to the different preset speech levels we presented to them. We find that educators perceive the feature as beneficial both broadly and for specific populations while some acknowledge particular populations for whom it remains ineffective. Lastly, we identify some variance in the perceptions of the feature based on different aspects of the simulation experience. 

Design thinking is an approach to educational curriculum that builds empathy, encourages ideation, and fosters active problem solving through hands-on design projects. Embedding participatory “co-design” into design thinking curriculum offers students agency in finding solutions to real-world design challenges, which may support personal empowerment. An opportunity to explore this prospect arose in the design of sounds for an accessible interactive science-education simulation in the PhET Project. Over the course of three weeks, PhET researchers engaged blind and visually-impaired high-school students in a design thinking curriculum that included the co-design of sounds and auditory interactions for the Balloons and Static Electricity (BASE) sim. By the end of the curriculum, students had iterated through all aspects of design thinking and performed a quantitative evaluation of multiple sound prototypes. Furthermore, the group’s mean self-efficacy rating had increased. We reflect on our curriculum and the choices we made that helped enable the students to become authentic partners in sound design. 

Auditory description display is verbalized text typically used to describe live, recorded, or graphical displays to support access for people who are blind or visually impaired. Significant prior research has resulted in guidelines for auditory description for non-interactive or minimally interactive contexts. A lack of auditory description for complex interactive environments remains a tremendous barrier to access for people with visual impairments. In this work, we present a systematic design framework for designing auditory description within complex interactive environments. We illustrate how modular descriptions aligned with this framework can result in an interactive storytelling experience constructed through user interactions. This framework has been used in a set of published and widely used interactive science simulations, and in its generalized form could be applied to a variety of contexts. 

Science simulations are widely used in classrooms to support inquiry-based learning of complex science concepts. These tools typically rely on interactive visual displays to convey relationships. Auditory displays, including verbal description and sonification (non-speech audio), combined with alternative input capabilities, may provide an enhanced experience for learners, particularly learners with visual impairment. We completed semi-structured interviews and usability testing with eight adult learners with visual impairment for two audio-enhanced simulations. We analyzed trends and edge cases in participants' interaction patterns, interpretations, and preferences. Findings include common interaction patterns across simulation use, increased efficiency with second use, and the complementary role that description and sonification play in supporting learning opportunities. We discuss how these control and display layers work to encourage exploration and engagement with science simulations. We conclude with general and specific design takeaways to support the implementation of auditory displays for accessible simulations. 

We present a multimodal physics simulation, including visual and auditory (description, sound effects, and sonification) modalities to support the diverse needs of learners. We describe design challenges and solutions, and findings from final simulation evaluations with learners with and without visual impairments. We also share insights from completing research with members of diverse learner groups (N = 52). This work presents approaches for designing and evaluating accessible interactive simulations for learners with diverse needs.