QR Code Labels and Audio Commentaries for Commonly Used Chemistry Laboratory Apparatus: An Assisted Learning Experience for Visually Impaired Students

• Published in: Journal of chemical education Vol. 98; no. 10; pp. 3395 - 3399
• Main Authors: Dabke, Rajeev B, Harrell, Mary, Melaku, Samuel, Ray, Lydia, Turner, Hannah
• Format: Journal Article
• Language: English
• Published: Easton American Chemical Society and Division of Chemical Education, Inc 12.10.2021; Division of Chemical Education, Inc; American Chemical Society
• Subjects: Assistive Technology; Chemistry; College students; Educational Technology; Electronic devices; Handheld Devices; High School Students; Inclusion; Independent Study; Internet; Labels; Laboratory Equipment; Learning; Learning Experience; Mobile phones; Organic Chemistry; Students; Studies; Teaching methods; Technology; Undergraduate Students; Visual Impairments; First-Year Undergraduate/General; Hands-On Learning/Manipulatives; Continuing Education; Analytical Chemistry; Laboratory Instruction; Laboratory Equipment/Apparatus; High School/Introductory Chemistry; Demonstrations; Multimedia-Based Learning
• ISSN: 0021-9584; 1938-1328
• DOI: 10.1021/acs.jchemed.1c00058

An instructional technology application of QR (quick response) codes for introducing commonly used chemistry laboratory apparatus for visually impaired students is presented. Audio commentaries describing commonly used apparatus were recorded. The commentaries consisted of concise introductions and applications of various apparatus used in high school and undergraduate chemistry laboratories. The QR code for each apparatus was produced and linked to the corresponding audio commentary via a unique URL. The QR code labels were attached to the apparatus. The QR codes were scanned on a mobile device and an audio commentary was played. Sixteen visually impaired students participated in testing the activity. The results of the testing activity underscored the efficacy of the technology offering an assisted physical learning experience. Technology presented in this article does not give visually impaired students an independent learning experience, rather it gives them an assisted learning experience which enhances their sense of inclusion in a laboratory environment.