Exploring the relationship between implicit scaffolding and inclusive design in interactive science simulations

Abstract

Interactive science simulations are commonly used educational tools. PhET Interactive Simulations are a popular suite of free science simulations used by teachers and students worldwide. These simulations are designed using implicit scaffolding, a design framework developed by the PhET project. Implicit scaffolding supports student learning without the use of instructions or other explicit guidance within the simulations. Recently, the PhET project has begun expanding the inclusive features in the simulations and aims to broaden implicit scaffolding beyond the visual. In this work, we present results from an analysis of user interviews exploring the relationship between auditory description design and implicit scaffolding. Findings indicate that our approaches to auditory descriptions can result in productive user interactions, similar to those found in prior work on implicit scaffolding with visual designs, demonstrating that implicit scaffolding approaches can include non-visual design.