Advantages and Disadvantages of a Virtual Engineering Experience During COVID-19 for Blind and Low-Vision High School Students

Authors:
raw_author_name: Wade Goodridge
raw_affiliation_string: Utah State University
raw_author_name: Daniel Kane
raw_affiliation_string: Utah State University

Abstract: Abstract The purpose of this research paper is to describe the advantages and disadvantages of conducting an engineering program experience for blind and low-vision (BLV) high school students in an online, virtual format. This study investigated an online offering of the Engineering Quotient (EQ) program administered by the National Federation of the Blind (NFB). Traditionally, the program is offered in-person at the NFB's headquarters. However, due to the COVID-19 pandemic, the program was conducted fully online for four weeks during the summer of 2021. This program aimed to introduce STEM content and engineering thinking skills, such as spatial ability, to BLV youth. Prior to this study, there has been little research exploring interventions specifically targeted toward BLV populations in order to improve their spatial ability, a construct which has been demonstrated to strongly predict positive outcomes in STEM fields. Interventions such as the EQ program provide opportunities for BLV youth to engage with content that encourages them to use spatial thinking skills and may result in more sophisticated spatial ability skills upon completion. Qualitative analysis of interviews with participants revealed that they had both positive and negative experiences with the online EQ program. For example, participants said that they enjoyed the program being online because it allowed them to have more flexibility in when and how they completed the activities. Participants were able to engage in the EQ program activities while also attending other summer activities, social events, and family obligations. Another advantage of the virtual program was the ability to participate from any physical location. For some students, traveling to a program site in another city or state was a barrier for their participation in engineering programs. In contrast, participants said that the virtual nature of the program made it difficult to follow along and complete some of the activities. They indicated that following verbal origami instructions in a virtual environment was difficult, especially if they missed a step or were confused along the way. Additionally, some students would have benefited from being able to receive hands-on guidance for difficult activities. The inability to receive tactile feedback on a completed origami fold or the selection of a drawing line type contributed to students feeling lost or confused throughout an activity. Results from this study can be used to inform both in-person and virtual program design for BLV students to target their spatial ability and interest in STEM fields. More broadly, by providing BLV students with more opportunities to access STEM content that improves their spatial thinking skills, individuals from this population may be further encouraged to pursue STEM pathways. Keywords: online learning, blind and low-vision engineering, origami activities