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Related Experiment Video

Updated: Jul 16, 2026

Investigating the Effect of Visual Imagery and Learning Shape-Audio Regularities on Bouba and Kiki

Investigating the Effect of Visual Imagery and Learning Shape-Audio Regularities on Bouba and Kiki

Published on: September 13, 2019

Embodiment awareness, mathematics discourse, and the blind.

Francis Quek¹, David McNeill

¹Center for Human-Computer Interaction, 2202 Kraft Drive, Virginia Tech, Blacksburg, VA 24061, USA. http://www.hci.vt.edu

Annals of the New York Academy of Sciences

|February 22, 2007

Summary

This study explores how blind children learn mathematics by focusing on embodied communication and spatial-temporal reasoning. We propose new augmentative devices to improve situated communication and mathematical understanding for visually impaired students.

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Area of Science:

Cognitive Science
Information Technology
Education

Background:

Blindness is often viewed as a biological condition, limiting remedies to biotechnology.
However, integrating information technology and cognitive science presents new avenues for supporting blind children's education.
Mathematics is a foundational discipline across all scientific and engineering fields.

Purpose of the Study:

To investigate how blind children can be supported in learning mathematics.
To explore the role of embodied communication and spatiotemporal information in mathematical discourse.
To develop and validate augmentative devices for blind students' situated learning.

Main Methods:

Analyzing the spatiotemporal nature of mathematical discourse and its reliance on gesticulation.
Assessing the capacity for imagism in mathematical reasoning among visually impaired individuals.
Designing and proposing augmentative devices based on the analysis.

Main Results:

Mathematical discourse is inherently spatiotemporal, with gestures conveying crucial information alongside speech.
The study explores the potential for imagism in mathematical reasoning for blind individuals.
A set of novel augmentative devices has been proposed.

Conclusions:

The convergence of IT and cognitive science offers significant opportunities for blind children's math education.
Understanding embodied communication is key to maintaining situated learning for visually impaired students.
Ongoing experiments aim to validate the proposed rationale and devices for improved mathematical learning outcomes.