In response to the need for more accessible and engaging informal learning environments (ILEs), researchers have studied sonification for use in interpretation of live aquarium exhibits. The present work attempts to introduce more interactivity to the project's existing sonification work, which is expected to lead to more accessible and interactive learning opportunities for visitors, including children and people with vision impairment. In this interactive sonification environment, visitors can actively experience an exhibit by using tangible objects to mimic the movement of animals. Sonifications corresponding to their movement can be paired with real-time animal-based sonifications produced by the existing system to generate a musical fugue. In the current paper, we describe the system configurations, experiment results for optimal sonification parameters and interaction levels, and implications in terms of embodied interaction and interactive learning.

Students who are visually impaired make up a population with unique needs for learning. Some tools have been developed to support these needs in the classroom. One such tool, the Graph and Number line Input and Exploration software (GNIE), was developed by the Georgia Institute of Technology Sonification Lab. GNIE was deployed for use in a middle school math classroom at the Georgia Academy for the Blind (GAB) for 2 years starting in fall 2012. We interviewed the middle school math teacher throughout the deployment to learn about the challenges faced when teaching: lesson planning, execution, and review. We also observed how these changed when using GNIE compared to traditional teaching materials. During these 2 years, we conducted interviews and focus groups with students to learn about their attitudes toward tactile graphs compared to auditory graphs. With these in mind, we present lessons learned from the use of GNIE in a real-world classroom and implications for design of software to aid graphical learning for students with vision impairments.

better sexual health outcomes. There is a need for strategies to raise uptake of such edu-dramas, and to evaluate whether wider coverage leads to population impact. Disclosure No significant relationships.