Initial Experiences Using Vibratory Touchscreens to Display Graphical Math Concepts to Students with Visual Impairments
Initial Experiences Using Vibratory Touchscreens to Display Graphical Math Concepts to Students with Visual Impairments
复制标题
使用振动触摸屏向视力障碍学生展示图形数学概念的初步体验
DOI：
10.1177/016264341402900202
复制
发表时间：
2014
影响因子：
1.9
通讯作者：
R. Webster
中科院分区：
文献类型：
--
作者：
J. Gorlewicz;J. Burgner;T. Withrow;R. Webster
本文介绍了使用振动触摸屏和可听声音在数学教育中向视觉障碍学生传达图形概念的初步经验。这些研究的动机是希望通过非视觉渠道以高度视觉化的方式教授图形和数学概念。首先，介绍了一种基于触摸屏的视觉障碍个体数学教育教学模式，并介绍了采用商用和开源组件的硬件和软件。然后，介绍了用户对网格和点的理解的试点研究，网格和点是学生在K-12数学教育早期遇到的图形实体，可以作为更复杂课程的构建模块。这些研究以有视觉障碍的学生为对象，通过单独的触觉反馈、单独的听觉反馈以及两者的结合来探索对物体的感知。结果表明，每个学生都能成功地找到并定位网格上100%的显示点。这些结果，再加上从学生和他们的老师那里得到的积极的定性反馈，表明振动触摸屏在课堂上有可能有利于传达图形化的数学概念。
This article presents initial experiences using vibratory touchscreens and audible sounds to communicate graphical concepts in mathematics education to students with visual impairments. These studies are motivated by the prospect of displaying graphical and mathematical concepts typically taught in a highly visual manner through nonvisual channels. First, a touchscreen-based teaching paradigm for math education of individuals with visual impairments is introduced and hardware and software employing commercially available and open source components are presented. Then, pilot studies on user comprehension of grids and points—graphical entities students encounter early in K–12 mathematics education and that can serve as building blocks for more complex lessons—are presented. These studies, conducted with students with visual impairments, explore perception of objects through haptic feedback alone, auditory feedback alone, and combinations of the two. The results show that each student could successfully find and locate 100% of displayed points on a grid. These results, complemented with the positive qualitative feedback received from students and their teachers, suggest that vibratory touchscreens have the potential to be beneficial in the classroom for conveying graphical math concepts.