HR: 0830h
AN: ED21C-1222    [PDF]
TI: Educational Testing of an Auditory Display of Mars Gamma Ray Spectrometer Data
AU: * Keller, J M
EM: jkeller@lpl.arizona.edu
AF: University of Arizona, Department of Planetary Sciences, Tucson, AZ 85721 United States
AU: Pompea, S M
AF: National Optical Astronomy Observatory, 950 North Ave., Tucson, AZ 85719 United States
AU: Prather, E E
AF: University of Arizona, Steward Observatory, Tucson, AZ 85721 United States
AU: Slater, T F
AF: University of Arizona, Steward Observatory, Tucson, AZ 85721 United States
AU: Boynton, W V
AF: University of Arizona, Department of Planetary Sciences, Tucson, AZ 85721 United States
AU: Enos, H L
AF: University of Arizona, Department of Planetary Sciences, Tucson, AZ 85721 United States
AU: Quinn, M
AF: Design Research Sonification Research Laboratory, 92 High Rd., Lee, NH 03824 United States
AB: A unique, alternative educational and public outreach product was created to investigate the use and effectiveness of auditory displays in science education. The product, which allows students to both visualize and hear seasonal variations in data detected by the Gamma Ray Spectrometer (GRS) aboard the Mars Odyssey spacecraft, consists of an animation of false-color maps of hydrogen concentrations on Mars along with a musical presentation, or sonification, of the same data. Learners can access this data using the visual false-color animation, the auditory false-pitch sonification, or both. Central to the development of this product is the question of its educational effectiveness and implementation. During the spring 2003 semester, three sections of an introductory astronomy course, each with $\sim$100 non-science undergraduates, were presented with one of three different exposures to GRS hydrogen data: one auditory, one visual, and one both auditory and visual. Student achievement data was collected through use of multiple-choice and open-ended surveys administered before, immediately following, and three and six weeks following the experiment. It was found that the three student groups performed equally well in their ability to perceive and interpret the data presented. Additionally, student groups exposed to the auditory display reported a higher interest and engagement level than the student group exposed to the visual data alone. Based upon this preliminary testing,we have made improvements to both the educational product and our evaluation protocol. This fall, we will conduct further testing with $\sim$100 additional students, half receiving auditory data and half receiving visual data, and we will conduct interviews with individual students as they interface with the auditory display. Through this process, we hope to further assess both learning and engagement gains associated with alternative and multi-modal representations of scientific data that extend beyond traditional visualization approaches. This work has been supported by the GRS Education and Public Outreach Program and the NASA Spacegrant Graduate Fellowship Program.
DE: 6605 Education
SC: Education and Human Resources [ED]
MN: 2003 Fall Meeting