Accessible Learning

Alchemie’s interactive learning tools are designed as accessible-first to create a more inclusive learning experience for all users.

Each digital interactive is accompanied by our Kasi and Epiphany systems which allow for users to interact with our web-based apps in different ways.

Kasi, which is Finnish for “hand”, is an alternate interface for our digital interactives. With this system, users can control the interface with physical manipulatives that are recognized by Computer Vision (CV) through an off-the-shelf camera.

A person's hands above a white board with Kasi chemistry pieces on it. The white board is on a desk with a webcam positioned above it, pointed at the board, hand, and pieces.

Provides Instant Feedback:

With timely audio feedback, students' learning can be independent.

Reinforces Spatial Reasoning Skills:

Studies show that spatial reasoning is crucial to excelling in STEM subjects. Kasi can be used by all students to reinforce this skill through embodied cognition.

For Foundational Concepts:

Kasi was developed with the intention of helping students master foundational concepts in STEM.

Epiphany is Alchemie's new AI-powered system that is used to make all of our digitial interactives fully accessible. Through it, users can receive automatic alt text of the current state of the interactive, and interact with our AI learning assistant, Piph.

A student on a computer with headphones on working on building the Lewis structure for ammonia with the Piph chat open, asking for guidance.

Keyboard Accessible Control Panel:

An alternate interface for our digital interactives, through which screen reader users can create their own diagrams.

Alt Text:

The Epiphany system automatically converts configuration data from our interactives into clear, consistent alternative text as diagrams are built. Paired with Piph, users can interact with alt text in an all-new way.

Piph:

An AI-powered learning assistant that helps students by providing guiding questions, positive encouragement throughout the process, and instant feedback without giving away the answer.

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Designing Kasi and Epiphany have been guided by our pillars of creating accessible learning tools:

1. Accessibility first:

Rather than trying to add in an accessibility feature to a digital interactive as an after-thought, accessibility is at the forefront during the entire design process.

2. Focus on abilities:

Consider users having differing abilities, as opposed to “disabilities.” Cognition is enhanced through multiple representations, be it through sight, sound, or touch or a combination of senses.

3. Believe all students can be successful:

One of our favorite quotes is “impaired vision does not necessarily preclude our faculties to visualize.”* Once you embrace this quote you see that all students have the potential to succeed and our job as educators is to give them the tools necessary to make it possible.

4. Think Inclusivity:

Embrace the quote above a little bit more. You can shift your mindset from making “special tools” for “special education” to making tools that are inclusive and truly allow for equal treatment of all students.

5. Be inclusive during the design process:

You can’t close your eyes, pretend to be blind and think you’ll make a truly accessible product. Bring in differently abled users early on to test the product as it is being created and refine iteratively with additional feedback.

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