"We Musicians Know How to Divide and Conquer": Exploring Multimodal Interactions To Improve Music Reading and Memorization for Blind and Low Vision Learners

This study reports an ongoing projects related to the development of interactive digital learning content which specifically designed catering to needs of low vision learners. Reviews from previous literature indicate that interactive digital learning content particularly for low vision learners is highly scarce. It was found that most of the existing interactive digital learning content focuses on the needs of general students, in which most of this courseware means too little to the low vision learners particularly in terms of information accessibility, navigationability, and pleasurability aspects. This study starts the project by designing a conceptual designed model which then validated it through expert review and prototyping method. The prototype is called Assistive Courseware for Low Vision (AC4LV) learners. User Centered Design (UCD) approach has been utilized throughout the development of AC4LV. The main aim of this study is to achieve the usefulness of the prototype to the intended user. Therefore, to investigate the usefulness of AC4LV, it has to be tested on the targeted subjects. Thus, this study presents the initial round of user experience testing related to the subjects’ behaviors and reactions on AC4LV in effort to make it as one of the effective learning tools specifically for low vision children. It is called as user experience I. In the test,eight subjects with the average age nine to 12 were involved. Subjective feedbacks were obtained through observation and interview. Overall, it was found that each of the elements in AC4LV is useful to the low vision learners. Future works of the study will report on second round of user experience testing as this study has to achieve the saturated data.

This paper describes an ongoing study related to the design of conceptual design model which specific to learning content application for low vision learners. Reviews from literatures indicate that content application such as courseware which is specifically designed to cater the needs of low vision learners in learning is highly scarce. It was found that most of the existing content applications including courseware focus to the needs of normal student, in which most of this courseware mean too little to the low vision learners in terms of information accessibility, navigation ability, and pleasure aspects. In addition, the use of Assistive Technology (AT) such as magnifying glass was also problematic for them. Thus, this study aims at creating an alternative content application particularly courseware for low vision learners. It is called as Assistive Courseware for Low Vision (AC4LV). Prior to develop an AC4LV a specific design model has to be proposed as guidance for the developer to refer to. So, this paper proposes a Conceptual Design Model of AC4LV by utilizing three phases of activities. Future works is to validate the proposed model through expert review and prototyping method. Index Terms - Assistive Technology (AT), Assistive Courseware (AC), Conceptual Design Model, Low Vision Learners.

Studies related to learners with low vision highlights that learning activities is the most challenging and difficult part in low vision learner's life. Interview with experts also emphasizes that learning materials that specifically developed for low vision learners particularly that focus on content development is highly limited. Currently, the school teachers have to struggle to create the best technique of teaching method to the low vision learners in ensuring them could understand the delivered content as much as possible. Therefore, the main aim of this study is to propose a Conceptual Design Model of Assistive Courseware for Low Vision (AC4LV) learners which has been discussed and reported in the previous articles. Prior to test the proposed model, two types of prototypes were developed with the objective (i) to validate the proposed model and (ii) to provide means for testing the proposed model. The prototypes were named as Assistive Courseware for Low Vision (AC4LV) and typical courseware (TC). Two of them were developed by following two different methods. IntView v1 was found appropriate for developing a small scaled courseware such as TC. While, AC4LV make uses three phases of development process which are pre-production, production, and postproduction. To guarantee the design of AC4LV is tailored towards the target users and meet the appropriate learning aim, User Centred Design (UCD) approach was applied throughout the development process of AC4LV. Actual users, teachers from special primary school, academicians from higher learning institution, and a team of developer were engaged and collaborated with. The results of this study reports and discuss both of the developed prototypes. Future works of this study is to conduct user experience testing for both of the developed coursewares.

This is an ongoing study which related to the development of Assistive Courseware for Low Vision (ACLV) learners. As discussed in the previous study, low vision learners face difficulties in their learning activities particularly in terms of information accessibility, navigationability, and pleasurability. Due to that, AC4LV has been developed based on the Conceptual Design Model of AC4LV which was constructed by utilizing User Centred Design (UCD) approach. Expert review was conducted to validate the proposed model. Having developed the prototype it has to be tested to the intended subjects. Qualitative approach was found the most suitable technique to make test to the low vision learners as they are in children age. Prior to run the actual testing pilot test has to be conducted to ensure the actual testing could be run smoothly. Therefore, this study reports the initial round of conducting the pilot test of AC4LV learners. The test was segmented into four segments; (i) briefing, (ii) observation, (iii) focus group interview, and (iv) closing. The results indicates that there are problems in terms of the feasibility of the prototype and data collection method.

This paper proposes an interactive assistive courseware for young low vision learners particularly at primary school level. It was reported in the previous literatures that low vision learners face difficulties in their learning activities since they have to utilize the similar learning materials as general students. As a solution, this study proposes an Interactive Assistive Courseware for Young Low Vision (AC4LV) Learners based on four types of learning approaches. These are: (i) Mastery Learning Approach, (ii) Problem-based Learning (iii) Active Learning (iv) and Self-paced Learning. User Centred Design (UCD) Approach has been applied throughout the development of AC4LV as it is important for this study to ensure the proposed courseware meets the user requirements. Findings of this study report the integrated learning approaches in AC4LV.

Background: Task performance of the low vision learners is a key factor in influencing their comfort while at school and possibly cubing the increasing school dropouts in these schools. Purpose: This study aimed at investigating the task performance of low vision learners attending inclusive schools in Kakamega County. Setting: The study was conducted in public primary inclusive schools which hosts low vision learners in Kakamega County, Kenya. Methods: A census survey identified 21 low vision learners attending 11 primary public inclusive schools in Kakamega County. Out of the 21 low vision learners who were selected, 19 (90.5%) were assessed. The participants were guided to respond to a functional vision questionnaire, the LV Prasad Functional Vision Questionnaire, which was meant to elicit their ease of performing activities of daily living. Data was entered into SPSS version 25 software and analyzed using descriptive statistics. Data was summarized and presented using tables. Results: There were 13 (68.4%) males and 6 (31.6%) females who participated in this study. Participants were aged between 10 and 21 years old. The mean age was 14 while the modal age was 13 years. The highest number of low vision learners, six (31.6%), were in grade eight while the lowest number recorded, one each (5.3%), were in grades two and three. There was poor performance in the activities of daily living among the participants, which majorly included difficulty in participation in sports and games (78.9%), reading (89.5%) and orientation and mobility (57.9%). The findings enabled the study to determine the status of day-to-day task -performance at school. Conclusion: Most low vision learners attending inclusive schools have difficulty in performance of activities of daily living hence the need to device ways of addressing their visual demands in an inclusive school set-up.
 
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This paper reports an ongoing study regarding the development of Assistive Courseware (AC) that is specifically designed to cater the needs of low vision learners in learning activities. Currently, as reported in the previous studies, low vision learners are facing various difficulties in their learning activities particularly in terms of information accessibility, navigationability, and pleasure. Previous literatures also state that, most of the available courseware means too little to them especially in terms of content presentation. Therefore, this study attempts to solve the problem by developing an AC which is named as AC for Low Vision Learners (AC4LV). The AC was developed by utilizing Multimedia Learning Theory as guidance. In addition, three basic steps, which are pre-production, production, and post-production have been utilized in developing the AC. As a result, an AC4LV based on Multimedia Learning Theory was successfully produced. Future works of this study is to test the experience of using AC4LV among the low vision learners particularly on primary school children from age nine to twelve.

Low vision learners experience obstacles in reading the writing of caution, this happens also to one of the students who are in SLBN A pajajaran Bandung. With this condition, research creates a plan that aims to improve the ability to read it. In this thesis, researchers tested reading aids to determine the effect of using portable reading lights on improving the reading ability of low vision learners. Research using quantitative approach with Single Subject Research (SSR) method. The design used is A-B design. The subject of the study was a visually impaired student in grade 11 at SLBN A Pajajaran Bandung. Data collection by conducting tests to learners using advanced reading instruments. The data obtained is analyzed through descriptive statistics and displayed in the form of graphs and tables. The results showed a positive influence on improving the ability to read the writing after being given a portable reading light. This can be seen with a stable value at the time of intervention, as well as an increase in the middle value (mean) that is when the baseline phase has a middle value of 27.5% ¬and in the intervention phase has a middle value of 81.25%. The influence can also be seen from the percentage of overlap. The percentage of overlap between the baseline condition and the intervention phase is 0, which means that the smaller the percentage of overlap, the better the effect of the intervention. Based on the data obtained, the researchers concluded that portable reading lamps can be used for low vision learners who have difficulty reading in low light conditions. Thus, researchers recommend to the school and teachers to provide portable reading light aids to low vision learners to support in learning activities, especially reading writings.

Background: The quality of vision function of low vision (LV) children determines their ease and success in performing activities of daily living including academic activities undertaken whilst at school.Aim: The aim of this study was to determine the vision function of LV learners attending inclusive schools in Kakamega County, Kenya.Setting: This study was designed at public primary inclusive schools in Kakamega County, with LV placements by the County Educational Assessment and Resource Center.Methods: This was a school-based cross-sectional study. A census survey identified 21 LV learners, who met the World Health Organization (WHO) classification of LV and had been assessed and placed in 11 public primary inclusive schools in Kakamega County. Participants underwent standard LV assessment tests. Data were entered into Statistical Package for the Social Sciences (SPSS) version 25 software and analysed using descriptive and inferential statistics. Data were summarised and presented using tables, figures and percentages.Results: Out of the 21 LV learners who were selected, 19 (90.5%) were assessed. The best recorded visual acuity (VA) was 0.33 decimal notation at far and 0.02 and 0.01 in the right eye and the left eye, respectively, at near. The vast majority, 94.7%, had reduction in stereopsis, whilst 42.1% had defects in colour vision, 20.0% reduced contrast sensitivity (CS) and 15.8% had visual field impairment within the central 20 degrees.Conclusion: There is an overall decrease in vision function amongst LV learners attending inclusive schools in Kakamega County. The most affected parts of vision function are VA and stereopsis.

Towards digital innovation for society 5.0, Mathematics plays roles as a very important subject to trigger critical thinking among students including low vision. Unfortunately, in this digital era, low vision learners still face difficulties in learning Mathematics as they have to adapt the mainstream pedagogical approach, which is totally inappropriate with their learning needs. Most previous studies reveal that low vision learners are lacking in terms of positive interactions that promote two-way communications between teachers and students. The scarcity of this aspect must be challenging for low vision learners because of their limitation in eyesight, which affects their stimulation in learning Mathematics. Therefore, the main aim of this study is to investigate the availability and the needs of affective content particularly in Mathematics specifically for low vision learners. To achieve that, user-centered design approach has been adapted. Mathematics and low vision teachers have been selected as the subjects of this study. Accordingly, the findings of this study reveal that affective content particularly in Mathematics is not yet exist, and that the need for it is urgent.

Background and Context In order to fully include learners with visual impairments in early programming education, it is necessary to gain insight into specificities regarding their experience of and approach to abstract computational concepts. Objective In this study, we use the model of the layers of abstraction to explore how learners with visual impairments approach the computational concept of abstraction, working with the Bee-bot and Blue-bot. Method Six blind and three low vision learners from the elementary school level were observed while completing programming assignments. Findings The model of the layers of abstraction, can overall be generalized to learners with visual impairments, who engage in patterns that reflect iterative actions of redesigning and debugging. Especially our blind learners use specific tactile and physical behaviors to engage in these actions. Implications Ultimately, understanding such specificities can contribute to inclusive tailored educational instruction and support.

Blind and low vision learners are underrepresented in STEM and maker culture, both of which are historically inaccessible. In this paper we describe our experience conducting a three-day nonvisual soldering workshop and discuss the opportunities and challenges for designing accessible electronics curricula. Workshop attendees learned nonvisual soldering skills, adapted from publications for blind and low vision electronics professionals [4, 13, 18], while building a complex circuit. We detail our curriculum design and its complexities for learners with different levels of technical experience and learning modalities. While our instruction pacing proved challenging for some, all attendees succeeded with operating hot soldering irons and commanding basic soldering techniques over the course of three days. Based on our findings, we provide recommendations for educators wanting to design similar nonvisual STEM curricula and workshops. These include supplying tactile and textual instruction to support multiple learning styles and pacing, and standardizing workshop materials to support nonvisual hands-on learning for novices.

Modern methods in chemical education often rely on visual information. Such a dependence presents significant barriers for blind and low vision (BLV) learners and frequently results in exclusion from science learning and direct participation in laboratory activities. This polymer network activity, adapted from Wissinger and co-workers, centers accessibility for BLV learners and provides an inclusive, hands-on learning experience. The workshop, divided into two modules, aims to (1) foster a molecular understanding of polymer network structure through model construction with common household items and (2) facilitate first-person, scientific experiences via the fabrication and deconstruction of alginate-based polymer networks. Vitally, this work reflects a collaborative effort among a middle school science educator, polymer specialists, a legally blind curriculum consultant, and members of the local BLV community, ensuring sound pedagogy, scientific accuracy, and full accessibility. Survey results indicate significant enhancements in participant understanding of polymer chemistry concepts. This work underscores the importance of collaboration with target communities in accessible science curriculum design and the potential for tactile pedagogy to enrich inclusion and engagement in STEM for the BLV community. Abstract alt-text: A cartoon diagram of hydrogel formation. Three panels show the passage of time. Above the panels lies three checkboxes: “tactile pedagogy,” “accessible design,” and “community partnership.” The panel descriptions are as follows: 1. The first panel shows sodium alginate being injected into a liquid in a cup (labeled Ca++) sitting on a tray. An arrow labeled “cross-link formation” leads to the second panel. 2. A hand is holding onto a green worm-like hydrogel that partially immersed in the cup (still labelled Ca++). A second arrow labeled “cross-link collapse” points to the third panel. 3. The same hand is holding a shorter, thinner green worm-like hydrogel. Two other small, thin worm-like hydrogels sit at the bottom of a cup (now labeled Na+).

Instructional material has been recognized globally as means to offer access to learning content, so as to stimulate community development. There is still limited understanding about the potential of learning materials and the contribution that instructional development can offer to both urban and rural communities in Africa. This chapter provides an overview of instructional learning material for physical challenged learners in an inclusive environment. It shows the major strategies in design principles for leaning materials, such as multimedia elements, and approach components that represent inclusive assessment in rural communities. The physically challenged learner in this study is non-mental disorderliness: the hearing-impaired learners and the low vision learners. It also demonstrates that the inclusive multimedia instructional material has been created in concert with the grassroots community.

There is an overall shortage of accessible educational material available for blind and low vision learners. This shortage is especially pronounced in the domain of electronics, where the materials are historically visually-rendered and complex. To address this, we took a qualitative approach to designing and evaluating tactile graphics and textual descriptions when building circuits. To gain an understanding of their efficacy, we provided a circuit description [3], component diagrams (Figure 4), and a tactile schematic [9] as educational materials in a Blind Arduino workshop with eight participants and interviewed these participants about their experience. Our research revealed the complexities of designing these materials: our tactile component diagrams were usable and helpful, whereas our tactile schematics and circuit descriptions presented learning barriers in a microcontroller workshop. We provide recommendations for future research to design accessible materials to teach electronics.