Tutoring math platform accessible for visually impaired people

Maćkowski, Michał; Brzoza, Piotr; Spińczyk, Dominik

doi:10.1016/j.compbiomed.2017.06.003

Cited by 28 publications

(23 citation statements)

References 5 publications

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“…The results demonstrated the efficiency of our system. They are encouraging to develop other assistive technologies that can provide flexible and personalized learning and education ( 1 x+1 ), where it takes the test request as a subexpression.…”

Section: Discussionmentioning

confidence: 99%

“…People with visual impairments use speech synthesizers to access the displayed information on the computer screen or braille display (e.g., MAVIS, LaBraDoor, LAMBDA) to write electronic documents, send emails, and take notes, or hearing by screen readers (e.g., Safari+ VoiceOver, Chrome, MathPlayer, MathTalk, JAWS). However, these assistive technologies have some limitations to access all kinds of information like images, tables, graphs, and mathematical notations [1,2].…”

Section: Introductionmentioning

confidence: 99%

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An Assistive Technology for Braille Users to Support Mathematical Learning: A Semantic Retrieval System

2018

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Mathematical learning from digital libraries and the web is a challenging problem for people with visual impairments and blindness. In this paper, we focus on developing the mathematical learning skills of braille users with a new assistive technology developed to retrieve semantically mathematical information from the web. This kind of research is still in the study phase. This paper presents an overview of assistive technologies for braille users followed by a description of the proposed system, which works in four phases. In the first phase, we translate a query math formula in braille into MathML code, and then we extract the structural and semantic meaning from the MathML expressions using multilevel presentation. In the classification phase, we choose a multilevel similarity measure based on K-Nearest Neighbors to evaluate the relevance between expressions. Finally, the query result is converted to braille math expressions. Experiments based on our database show that the new system provides more efficient results in responding to user queries.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

An Assistive Technology for Braille Users to Support Mathematical Learning: A Semantic Retrieval System

2018

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“…The system administrators are in charge of reviewing the courses that have been applied for and managing the user rights of teachers and students in video uploads and recommendations, homework submission, and leaving messages and comments, etc. [23,24]. Teachers have the rights of creating courses, uploading teaching materials, downloading homework in batches, com-menting, browsing comments, and recommending course videos, etc.…”

Section: An Overview Of Online Education Platformsmentioning

confidence: 99%

An Automatic Optimal Course Recommendation Method for Online Math Education Platforms Based on Bayesian Model

Fan

Zhang

Zu³

et al. 2021

Int. J. Emerg. Technol. Learn.

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Online education platforms inject new vitality into the field of education, and greatly improves the accessibility to high-quality education resources. However, the current online education platforms do not support independent course selection based on personal preferences. To solve this problem, this paper designs an automatic recommendation method of optimal courses for online math education platforms based on Bayesian model. The results show that the Bayesian model can simulate the causal relationship between real-world affairs by building a graphic model based on the graph theory and the probability theory; the model can effectively merge priori and posteriori information, and encode the causality between knowledge points; the model clearly outshines user-based collaborative filtering model, term-based collaborative filtering model, and SlopeOne model, and achieves a stable accuracy rate in automatic recommendation of courses. The research provides an empirical evidence to the improvement and innovation of professional online math course platforms.

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“…Students with visual impairments can supplement their reading of Braille or printed text with aural outputs from screen readers or digital talking books (Argyropoulos, Paveli, & Nikolaraizi, 2019). For example, DAISY (digital accessible information system) books have been developed to assist people with VI in the learning process (Maćkowski, Brzoza, & Spinczyk, 2018). Supplementation with speech has been considered a necessary tool for increasing access to information because Braille and large print materials have not always been available when needed (Jackson & Presley, 2012).…”

Section: Introductionmentioning

confidence: 99%

Digital learning in mathematics for students with severe visual impairment: A systematic review

Klingenberg¹,

Holkesvik

Augestad

2019

British Journal of Visual Impairment

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Mathematical education is currently undergoing significant changes that are driven by technology and digital-based learning. Students with visual impairments (VI) may face different challenges in mathematical education due to a lack of accessible materials designed to support the development of conceptual understanding in mathematics. The aim of the study was to summarize current evidence-based knowledge about e-learning in mathematics among students with severe VI. A systematic review was conducted of articles published from January 2000 to November 2017. A total of 13 publications met the inclusion criteria, of which 12 reported studies with an intervention or an experimental design and one had a cross-sectional design. The number of students with VI varied from three to 16 ( Mage = 19 years). Four publications reported either ophthalmic diagnoses or World Health Organization’s (WHO) definition of vision loss. The mathematical training was reported as lasting from one session to 18 weeks of training. Eight papers reported the use of audio-based applications as learning aids. The authors conclude that interactive e-learning with audio and tactile learning programmes may be a useful resource for students with VI to enhance their mathematical skills. However, there is lack of evidence for how digital technologies improve inclusion potentials and learning in mathematics for students with VI, and hence, there is a need for additional research and more reflection on the subject.

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Tutoring math platform accessible for visually impaired people

Cited by 28 publications

References 5 publications

An Assistive Technology for Braille Users to Support Mathematical Learning: A Semantic Retrieval System

An Assistive Technology for Braille Users to Support Mathematical Learning: A Semantic Retrieval System

An Automatic Optimal Course Recommendation Method for Online Math Education Platforms Based on Bayesian Model

Digital learning in mathematics for students with severe visual impairment: A systematic review

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