Comparing Natural Language and Vibro-Audio Modalities for Inclusive STEM Learning with Blind and Low Vision Users
Comparing Natural Language and Vibro-Audio Modalities for Inclusive STEM Learning with Blind and Low Vision Users
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比较自然语言和振动音频模式对盲人和低视力用户进行包容性 STEM 学习
DOI：
10.1145/3597638.3608429
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发表时间：
2023
期刊：
影响因子：
--
通讯作者：
Giudice, Nicholas A.
中科院分区：
文献类型：
--
作者：
Brown, Justin R.;Doore, Stacy A.;Dimmel, Justin K.;Giudice, Norbert;Giudice, Nicholas A.
数据表示继续在STEM学科中以视觉形式为主。在访问这些图形表示的学生之间的差距谁是盲人或低视力（BLV）和他们有视力的同龄人加剧了数字屏幕的采用变得更加普遍在教育环境中。标准的可访问性解决方案严重依赖于自然语言处理，例如，屏幕阅读器，用于非视觉信息访问。但是，其他非视觉形式，如触摸，是否可以有效地学习触摸屏上呈现的图形内容？为了研究这个问题，我们使用多模态触摸屏学习系统进行了一项用户研究，以评估两种非视觉图形呈现方式的有效性：1）振动音频条件，使用设备的嵌入式振动电机加上听觉内容概述（空间和多模式技术），以及2）提供内容的完整描述的自然语言条件（认知介导技术）。BLV参与者（N = 19）与学习系统，并要求回答多项选择题的三种不同的图形类型使用两种演示方式。研究结果表明，这两种呈现方式在学习所呈现的图形信息方面功能等同，这表明对于这些刺激，呈现方式对参与者图形学习准确性没有显著影响。然而，学习的图形类型确实有可靠的效果。此外，大多数参与者表示倾向于自然语言条件，平均而言，学习图形的速度比振动音频条件快。在两种学习模式之间发现的相似性被解释为支持用户学习偏好，同时在所传达的信息中提供冗余。这种方法将图形表示（文本，数字，空间）中的各种类型的信息分层，为具有可访问学习需求的个人提供更多的控制，独立性和响应工具，以优化自己的教育材料。
Data representations continue to be produced in predominantly visual forms within STEM disciplines. The disparity in access to these graphical representations between students who are blind or have low vision (BLV) and their sighted peers is exacerbated as the adoption of digital screens become more prevalent in educational settings. Standard accessibility solutions rely heavily on natural language processing, e.g., screen readers, for non-visual information access. But can other non-visual modalities, like touch, be effective for learning graphical content rendered on touchscreens? To investigate this question, we conducted a user study with a multimodal touchscreen learning system to assess the effectiveness of two non-visual graphical presentation modalities: 1) a vibro-audio condition, which used the device's embedded vibration motor plus an auditory content overview (a spatial and multimodal technique), and 2) a natural language condition that provided a complete description of the content (a cognitively mediated technique). BLV participants (N = 19) were presented with the learning system and asked to answer multiple-choice questions about three different graph types using both presentation modalities. Findings showed that the two presentation modalities were functionally equivalent for learning the graphical information presented, suggesting that for these stimuli, the presentation modality did not have a significant effect on participant graph learning accuracy. However, the type of graph being learned did have a reliable effect. Moreover, a majority of the participants stated a preference towards the natural language condition and, on average, learned graphs faster than with the vibro-audio condition. The similarity found between the two learning modalities is interpreted as supporting user learning preferences while providing redundancy in the information being communicated. This approach layers the various types of information found in graphical representations (text, numerical, spatial) for individuals with accessible learning needs, providing more control, independence, and responsive tools to optimize their own educational materials.
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影响因子：
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