Creating Interactive Learning Experiences for All
Robert Rayle, Technical Designer, Museum of Science, Boston, USA
Christine Reich, Senior Research Associate, Museum of Science, Boston, USA
Abstract
Museums are public educational institutions that attract a broad segment of the world's population. In the United States alone, there are more than 850 million visits to museums each year. Visitors to museums include children, young adults, older adults, and persons with disabilities, and reflect a variety of ethnic and cultural backgrounds. The Museum of Science, Boston recognizes the diversity of its audience and therefore strives to incorporate the needs of all learners in the exhibitions it designs. This philosophy has been applied most recently to the development of computer interactives that provide visitors of a broad range of abilities with access to learning in museum exhibitions. This paper presents what the Museum of Science has learned about designing interactive learning experiences for all through the development of over 20 computer interactives that were created using the principles of universal design.
Introduction
One of the most pervasive messages of my childhood was "Not for you." That's something that's incredibly destructive for the life of a child. Places like science museums can dispel those messages more than almost any place else. I remember my few visits to museums as just wonderful. I believe everybody should have that experience. And I do mean everybody.
- Betty Davidson, museum exhibit planner and wheelchair user (Association of Science-Technology Centers, 2000)
Museums are public educational institutions that attract a broad segment of the world's population. In the United States alone, there are more than 850 million visits to museums each year. This is greater than the attendance of all the country's professional baseball, football, and basketball sporting events combined. Visitors to museums reflect a variety of ethnic and cultural backgrounds, and include children, young adults, older adults and persons with disabilities.
Information technologies offer museums new solutions for creating interactive exhibitions that meet the needs of the diverse population museums' serve. The ability of computers to convey information simultaneously through audio, written text, and moving images, provides access to learning for visitors who are traditionally excluded when only one of these elements is available. Individuals working in the field of formal education have recognized the potential of this medium as a learning tool:
Traditional classroom materials and media, like books and speech, come in "one size" for all, but they do not fit everyone. Inflexible media actually create barriers to learning…New classroom media, like digital text, sounds, images and the World Wide Web, can be adjusted for different individuals and can open doors to learning. (Rose & Meyer, 2002)
Despite this potential, most museums do not currently take advantage of this tool to create learning experiences that are accessible to all. In most cases, exhibit developers simply don't know how or where to begin.
The museum industry does not currently have guidelines or standards that can assist exhibit and new media developers who wish to create universally designed computer-based interactives. In fact few, if any, published journal articles even address this area of concern. While guidelines exist that address ways to create accessible web sites (Chisholm, Vanderheiden, & Jacobs, 1999) or educational software (Freed, Rothberg, & Wlodkowski, 2003), these guidelines are not directly applicable to museums.
Accessibility-related publications created for museums, such as those developed by the American Association of Museums (1998) and the Smithsonian Institution (1996), only briefly mention information technology. The Association of Science-Technology Centers (ASTC) Accessible Best Practices web site lists resources for creating accessible museum web sites, but these are not directly applicable to information technologies in exhibitions.
The absence of research-based information museums can use to develop accessible computer interactives is significant given that the use of information technology as a learning tool is a growing phenomenon in museums of all types and sizes (Reich, 2002). This need for more information within the industry has prompted the Museum of Science, Boston to share what it has learned through the development of over 20 computer interactives that were created following the principles of universal design.
Description of the Museum of Science Interface
The Museum of Science interface was first developed in 1997 by Robert Rayle, technical designer, and Betty Davidson, Ph.D., exhibit planner. They developed this system as an alternative to the touch screen and trackball interfaces traditionally used by museums since these interfaces are generally inaccessible for visitors who are blind. The initial design consisted of two rectangular-shaped buttons that were used as arrow keys for scrolling through options, a round "Enter" button used to make selections, and a one-inch square button that activated extended audio description (see Figure 1). In addition, the available information was delivered through both audio and text, and all videos and animations were captioned.
Figure 1: Early implementation of
the Museum of Science interface.
[ Figure 1 Description ]
Through the years, this system has been substantially modified in response to information learned through user testing. Feedback received from visitors who are blind prompted the Museum to change the shape of the scrolling buttons from rectangles to triangles that point in opposing directions. This new shape better reflects the intended purpose of the buttons as "arrow" keys. Advice received from visitors who have limited upper-body mobility led to a change in the positioning of the buttons. In current implementations, the buttons are placed on small slanted shelves or recessed on slanted surfaces, and allow room for the visitor to rest the heal of his or her hand on the edge of the table while pressing the buttons. Some of the newer designs also feature large, rectangular "Go Back" or "Start Over" buttons that allow visitors to easily rectify accidental mistakes and errors. Figure 2 shows an example of one of these newer interfaces. Design elements outside of the user interface have also been found essential to providing universal access. For example, easily moved stools placed near the computer interactive ease the comfort of many visitors, including those with lower back pain, older adults and young children.
Figure 2: An example of a more recent
Museum of Science computer interface.
[ Figure 2 Description ]
Modifications have also been made to the design based on the differing needs of new interactives. In some cases, new interactives did not require visitors to scroll through a series of options as the programs only offered two choices (such as the "yes" and "no"). In these situations, the triangle keys were replaced with two buttons of varying shapes so that the form of the interface better matched its function (see Figure 3 for an example). In other cases, the interactive needed a design that assisted sighted visitors in making visual connections between artifacts presented in a case and the selections presented on the screen. In these cases, visitors were provided with the option of selecting information through either a touch screen or button interface, with the touch screen providing the needed visual connection.
Figure 3: An example of the
Yes or No computer interface.
[ Figure 3 Description ]
The Museum of Science has also learned that the presentation of educational information plays a critical role in providing full access for all visitors. Limiting the number of available choices assists visitors who need to rely on their auditory working memory to navigate through the screens (such as visitors who are blind), and prevents visitors with cognitive disabilities from feeling overwhelmed. Informative images presented with clear and simple language supports the learning of young children, and also assists visitors who are deaf, have learning disabilities, or speak English as a second language.
Next Steps: Conducting a Research Study
Since 1997, the Museum has installed over 20 computer kiosks that utilize the accessible computer interface described above. These kiosks deliver a variety of learning experiences to all museum visitors. The design of each of these interactives, however, is slightly different. This is a direct result of a change over time in Museum's understanding of the best way to design interactives based on what was learned through user testing, and the varying design needs of the multiple interactive experiences presented in the museum. Given this variation in design, the Museum of Science is conducting a research study to determine the essential features that are needed across all types and styles of interactives to provide universal access to learning. Results from this study will be shared with the museum community so that smaller institutions with limited time and monetary resources will be better able to create computer interactives that are accessible to all.
Methodology
This study will take place from March through December 2004. During this time, visitors representing a broad range of abilities and disabilities will be invited to the Museum of Science, and observed and interviewed as they interact with three computer interactives designed by the Museum of Science. The interactives chosen for this study represent different types of learning experiences that computers provide in museum exhibitions. The following is a short summary of each interactive:
"Personal Computers" in Computing Revolution
This interactive, as shown in Figure 4, provides interpretative information for historic personal computers presented in glass cases on either side of the kiosk. To learn about these artifacts, visitors can scroll through a series of menu options using two triangle keys, and press the round enter key to make a selection. Options for learning about the artifacts include watching videos and reading text. Pressing a one-inch square button allows visitors to turn the audio on and off and control whether the provided text is read aloud by the computer.
Figure 4: The "Personal Computers" interactive.
[ Figure 4 Description ]
"Mammal Skull Mystery" in Natural Mysteries
At this activity, as shown in Figure 5, the computer navigates visitors through a classification tree to help them identify seven touchable mammal skulls presented on a broad semi-circular table. The computer presents visitors with a yes or no question. Visitors can answer the question by pressing the circular "No" button on the left, or the triangular "Yes" button on the right. If visitors make a mistake or wish to have the computer repeat a question, they can press the rectangular "Go Back" button. All text is read aloud.
Figure 5: The "Mammal Skull Mystery" interactive.
[ Figure 5 Description ]
"Fish Farming" in Making Models
At this role-play activity shown in Figure 6, visitors use a computer simulation to solve a fish farming dilemma - what's the best way to stop a disease from spreading in a fish tank? Visitors can control the number of fish in the tank by pressing the left triangle button, and the percentage of fish vaccinated by pressing the right triangle button. Pressing the round "Enter" button runs the simulation. A rectangular "Start" key allows visitors to return to the introduction screen at any time. Visitors can also press the one-inch square button to turn the audio on or off. Turning the audio on allows all text to be read aloud by the computer, and activates an auditory graph that plays during the run of the simulation.
Figure 6: The "Fish Farming" interactive.
[ Figure 6 Description ]
Data Collection
To verify that the Museum of Science interface provides universal access, the final list of participants will reflect a broad range of abilities and disabilities. Approximately 20 visitors will be observed and interviewed as part of this study. These participants will include visitors who are/have blind, low vision, deaf, hard of hearing, limited mobility, and learning disabilities, as well as visitors who do not self-identify as having a disability. In addition, participants will be asked about their computer experience to ensure that the study includes feedback from both expert and novice computer users.
Each participant will be observed using all three of the above described computer interactives. During the observations, a think aloud protocol will be used, where each participant will be asked to think aloud as s/he interacts with the interactive. Following this observation, the participant will be asked to provide a brief retrospective report describing what s/he just did (Ericsson & Simon, 1993). In addition, the participant will be encouraged to provide feedback on the positive and negative aspects of the interactive's design and the learning experience it provides.
At the time of publication, the results of this study had not yet been finalized. Results will be presented during the conference session in December 2004.
Conclusion
The Museum of Science, Boston considers its computer interface to be a work in progress. Over the years, the design of this interface has changed substantially based on the feedback and advice of our diverse audience, and on the changing needs of the interactives we create. This design will continue to change in the future as the Museum learns more about the computing needs of its visitors from research studies such as the one described above, and from the advice received from others in the field. This continually evolving design reflects a philosophy shared by many at the Museum of Science that universal design is an ideal, a moving target that is never truly attained. There are always new audiences to be reached, and new ways that designs can be modified and developed to reach them.
Image Descriptions
Figure 1 Description: This is a picture of an interactive component titled "Get the Picture?" The title of the component is presented in large letters at the top of the kiosk. Beneath the title is a computer screen that is embedded into a wall. On the thick counter top beneath the screen are three computer buttons: two rectangular buttons to the left of center, and a large round button to the right of center. On the far right hand side of the counter is a flat touchpad-based keyboard. On the far left-hand side of the counter is a one-inch square button labeled audio text.
Figure 2 Description: This picture shows the layout of a more recent Museum of Science computer interface. This interface reflects information learned through user testing. The interface consists of five buttons, each with its own function. To the far left is one-inch square button labeled audio on/off. To the right of this button are three other buttons that are grouped together. The middle button is a round, green button labeled "Enter." On the either side of this round button are triangle buttons, the left triangle points up and the right one points down. Inside these clear triangle buttons are images of arrows that point in the same direction as the triangles. Above these three buttons sits a large rectangular button that is labeled "Start Over."
Figure 3 Description: This picture demonstrates one of the alternative designs created by the Museum of Science to accommodate interactives that present visitors with only two choices. This particular interface consists of three buttons. The bottom left button is a red circle with a raised N presented beneath it. The bottom right button is a green triangle that has a raised Y beneath it. Above both of these buttons sits a rectangular shaped button labeled with a raised "rewind" symbol.
Figure 4 Description: "Personal Computers" is a computer kiosk that provides interpretive information about the artifacts presented in the "PC highlights" case. This case presents four historic personal computers and is divided into two separate sections, each presented on either side of the computer kiosk. The kiosk itself is a rather sleek design, with a black, white, gray and silver color scheme. The screen is presented along a 45 degree slanted surface with space to rest your arms on either side of the screen. Beneath the screen, along the same surface, are four buttons visitors can use to navigate through the computer interface. These buttons include, in order from left to right, a one-inch square button labeled "audio text," a triangle with its apex pointing down, a circular button 2 inches in diameter, and another triangle with its apex pointing up.
Figure 5 Description: The "Mammal Skull Mystery" interactive kiosk consists of a wooden table, a series of buttons, several skulls and two computer monitors. On top of the table sits seven plastic mammal skulls presented on a slightly slanted semi-circular surface covered in green felt. Behind the skulls are two side-by-side computer monitors. On the table, directly in front of the array of skulls, at the center most point of the semi-circle, are three arcade-like buttons. To the left of center is a red one-inch diameter circle button with a raised N beneath. To the right of center is a green triangle button with a raised Y beneath it. Above both of these buttons is a 2-inch long rectangular button with a raised symbol beneath it. This symbol consists of a straight line followed by two backward facing triangles, similar to one found on a VCR. At the far-left corner of the table sits a one-inch square button that reads "audio text."
Figure 6 Description: "Fish Farming" is a stand-alone computer kiosk. At the top of the kiosk is a colorful label that reads "Fish Farming: Using models to find solutions…Press the round ENTER button to begin." This label is presented on a wall shaped like an elongated trapezoid. In front of this trapezoid and on top of the table sits a large 19-inch flat screen LCD monitor. Presented on the monitor is a screen showing floating fish that swim across a green, blue, and aqua amoebae-like surface. Between the swimming fish is a moving sign that reads "Fish Farming: Can you stop the disease?" In front of the monitor is a small, slanted control panel with a series of buttons visitors can use to interact with the game. To the left is a one-inch square button labeled "audio on/off" which visitors can use to turn the audio on and off. Next to the square button is a blue triangle button with its apex pointing down, a one-inch diameter circle button and a yellow triangle button also pointing down. Above all of these buttons is a two-inch long rectangular shaped button that reads "Start Over."
References
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