Principal Investigators
Elizabeth (Boo) Murray, Sc.D., CAST
Chris Rogers, Ph.D., Tufts University
Project Partners
CAST and Tufts University
Funder
National Science Foundation(Grant Number: 0929409)
Timeframe
2009-2011
Description
The Improving STEM Learning Through Interactive RoboBooks is a collaborative project between Tufts University’s Center for Engineering Educational Outreach and the Center for Applied Special Technology, Inc. This project will develop RoboBooks, a novel interactive cyber-enabled workspace for high school students with learning disabilities and/or behavioral/emotional disabilities that will improve their science understanding in chemistry and physics.
Phase 1 focused on preparing the RoboBook technology for the research by embedding supports and scaffolds into the tool with the goal of improving the science learning experience for students with disabilities. In addition, the development of precise curricular units in physics and chemistry took place during this phase of the project.
Phase 2 focused on collecting pilot data on the overall effectiveness of RoboBooks as designed for students with high incidence disabilities. RoboBooks was used in two high school classrooms, one in chemistry and one in physics, and data analysis focused on the students with high incidence disabilities. A one-week unit was developed in each subject for the pilot testing. UDL embedded supports included text-to-speech, options in the ways students could respond to questions, hints and highlighting of important information, concept maps that organized information and made connections, and additional images and videos for clarification.
Students with high incidence disabilities varied in their ratings of the usefulness of the different UDL supports, with text-to-speech and response options rated highest. They reported that they enjoyed working on science activities in this digital format and indicated that they felt they understood the information better than when science was presented in a traditional format. Teachers also reported a higher level of engagement during the pilot implementation than they typically saw in many of their students. Due to the brief duration it is not possible to attribute any cognitive benefits to the use of RoboBooks with embedded UDL supports.
