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Related Experiment Video

Updated: Jun 15, 2026

Assessment of Audio-Tactile Sensory Substitution Training in Participants with Profound Deafness Using the Event-Related Potential Technique

Assessment of Audio-Tactile Sensory Substitution Training in Participants with Profound Deafness Using the Event-Related Potential Technique

Published on: September 7, 2022

Software for math and science education for the deaf.

Nicoletta Adamo-Villani¹, Ronnie Wilbur

¹Department of Computer Graphics Technology, Purde University, West Lafayette, Indiana 47907, USA. nadamovi@purdue.edu

Disability and Rehabilitation. Assistive Technology

|February 27, 2010

Summary

This study developed interactive 3D animated software, Mathsigner and SMILE, for teaching math and science to deaf children. Findings show that software design must consider user hearing status and gender for optimal learning experiences.

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Published on: March 16, 2015

Area of Science:

Educational Technology
Deaf Education
Human-Computer Interaction

Background:

Traditional math and science education presents challenges for deaf children.
Interactive 3D animated software offers a novel approach to enhance learning for this demographic.
Current software design often overlooks specific user needs, particularly those related to hearing status and gender.

Purpose of the Study:

To develop and evaluate two novel interactive 3D animated software approaches for teaching math and science to deaf children.
To investigate the usability and appeal of different software features (e.g., immersiveness, avatar design) based on user characteristics.
To identify key factors influencing the effectiveness of educational software for deaf learners.

Main Methods:

Development of two distinct software approaches: Mathsigner (non-immersive) and SMILE (virtual reality immersive).
Curriculum-based content delivered by animated signing characters.
Evaluation of usability and appeal based on programme features and subject characteristics (hearing status, gender, age).

Main Results:

Software features like 2D/3D, immersiveness, and interaction type were significantly influenced by user characteristics.
Deaf children took longer and made more errors than hearing children.
Girls showed preferences for immersive environments and content over technology, and took longer than boys.

Conclusions:

Software design must be sensitive to user hearing status and gender, as these factors significantly impact usability and appeal.
Seamless, deformable avatars and animated interfaces enhance user experience and task completion.
Designers need to move beyond assumptions and tailor educational software to the specific needs of deaf learners.