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Alternative audio-graphic method for presenting structural information in mathematical graphs designed for low-vision

Ewa Dzierzgowska1, Michał Maćkowski2, Mateusz Kawulok2

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A new audio-graphic method enhances math learning for students with low vision by combining audio and visuals. This approach improves learning outcomes and reduces frustration, especially for those with mild to severe visual impairments.

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Assistive technologyLow-vision usersMathematics educationMobile application for the blindVisually impaired

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Area of Science:

  • Assistive Technology
  • Mathematics Education
  • Visual Impairment Research

Background:

  • Existing assistive technologies for math education often struggle to convey complex graphical information to students with low vision.
  • Current tools like screen readers and magnifiers increase cognitive load and reduce learning efficiency for visually impaired students.
  • There is a need for innovative methods to improve STEM education accessibility for individuals with low vision.

Purpose of the Study:

  • To introduce and evaluate an audio-graphic method for teaching mathematics to students with low vision.
  • To assess the effectiveness of integrating audio feedback with graphical content in an educational platform.
  • To compare learning outcomes, effort, and frustration levels across different degrees of visual impairment.

Main Methods:

  • Development of an educational platform incorporating an audio-graphic method.
  • Evaluation with visually impaired participants categorized by WHO visual impairment classifications (mild, moderate, severe).
  • Assessment of learning outcomes, task completion times, and usability.

Main Results:

  • The audio-graphic method demonstrated comparable or improved learning outcomes compared to existing methods.
  • Significant reductions in task completion times were observed, particularly for complex functions (power, trigonometric).
  • The platform showed high accessibility and ease of use, with notable benefits for students with mild and severe low vision.

Conclusions:

  • The audio-graphic method offers a promising approach to enhance mathematics education for students with low vision.
  • Multimodal educational tools integrating audio and visual feedback can effectively support STEM learning for visually impaired individuals.
  • Further development of such tools can significantly improve educational equity and outcomes in STEM fields.