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Evaluation of mathematics knowledge (adaptation of benton-luria test)
... We wanted users working in similar tasks as in the software to relate real world tasks and the tasks presented by the virtual environment. (Milicic & smith, 1977) and mathematics knowledge test of Benton & Luria, adapted for children with special needs by Chadwick & Fuentes (1980). The precalculus test has the purpose to measure the development of mathematics development of first grade learners. ...
... Three measurement tests were used to evaluate the impact of AudioMath on learning and practice of mathematical concepts such as positional value, sequences, additive decomposition, multiplication, and division. Immediate audio memory test (Cordero, 1977), evaluation of mathematics knowledge test (Chadwick & Fuentes, 1980), and a usability evaluation test for end-users. The immediate audio memory test has the purpose to measure logic, numeric memory, and associative memory from audio stimuli. ...
... Three measurement tests were used to evaluate the impact of AudioMath on learning and practice of mathematical concepts such as positional value, sequences, additive decomposition, multiplication, and division. Immediate audio memory test (Cordero, 1977), evaluation of mathematics knowledge test (Chadwick & Fuentes, 1980), and a usability evaluation test for end-users. The immediate audio memory test has the purpose to measure logic, numeric memory, and associative memory from audio stimuli. ...
... To evaluate the impact of virtual environments on blind children's cognition, researchers used a set of cognitive tests validated and adapted to the children's cognitive level and to the degree of their blindness. The Precalculus Test (Milicic & Schmidt, 2003) and Mathematics Knowledge Test of Benton & Luria, adapted for children with special needs by Chadwick & Fuentes (1980), were used to evaluate the impact of AudioMath and The Farm of Theo & Seth on the learning and practice of mathematical concepts. The purpose of the Precalculus Test is to measure the development of the mathematical skills of first-grade learners. ...
The purpose of this paper is to review, summarize, and illustrate research work involving four audio-based games created within a user-centered design methodology through successive usability tasks and evaluations. These games were designed by considering the mental model of blind children and their styles of interaction to perceive and process data and information. The goal of these games was to enhance the cognitive development of spatial structures, memory, haptic perception, mathematical skills, navigation and orientation, and problem solving of blind children. Findings indicate significant improvements in learning and cognition from using audio-based tools specially tailored for the blind. That is, technologies for blind children, carefully tailored through user-centered design approaches, can make a significant contribution to cognitive development of these children. This paper contributes new insight into the design and implementation of audio-based virtual environments to facilitate learning and cognition in blind children.
... To evaluate the impact of virtual environments on blind children's cognition, researchers used a set of cognitive tests validated and adapted to the children's cognitive level and to the degree of their blindness. The Precalculus Test (Milicic & Schmidt, 2003) and Mathematics Knowledge Test of Benton & Luria, adapted for children with special needs by Chadwick & Fuentes (1980), were used to evaluate the impact of AudioMath and The Farm of Theo & Seth on the learning and practice of mathematical concepts. The purpose of the Precalculus Test is to measure the development of the mathematical skills of first-grade learners. ...
The purpose of this paper is to review, summarize, and illustrate research work involving four audio-based games created within a user-centered design methodology through successive usability tasks and evaluations. These games were designed by considering the mental model of blind children and their styles of interaction to perceive and process data and information. The goal of these games was to enhance the cognitive development of spatial structures, memory, haptic perception, mathematical skills, navigation and orientation, and problem solving of blind children. Findings indicate significant improvements in learning and cognition from using audio-based tools specially tailored for the blind. That is, technologies for blind children, carefully tailored through user-centered design approaches, can make a significant contribution to cognitive development of these children. This paper contributes new insight into the design and implementation of audio-based virtual environments to facilitate learning and cognition in blind children.
... Three measurement tests were used to evaluate the impact of AudioMath on learning and practice of mathematical concepts such as positional value, sequences, additive decomposition, multiplication, and division. Immediate audio memory test (Cordero, 1977), evaluation of mathematics knowledge test (Chadwick & Fuentes, 1980), and a usability evaluation test for end-users. The immediate audio memory test has the purpose to measure logic, numeric memory, and associative memory from audio stimuli. ...
Diverse studies using computer applications have been implemented to improve the learning of children with visual disabilities. A growing line of research uses audio-based interactive interfaces to enhance learning and cognition in these children. The development of short-term memory and mathematics learning through virtual environments has not been emphasized in these studies. This work presents the design, development, and usability of AudioMath, an interactive virtual environment based on audio to develop and use short-term memory, and to assist mathematics learning of children with visual disabilities. AudioMath was developed by and for blind children. They participated in the design and usability tested the software during and after implementation. Our results evidenced that sound can be a powerful interface to develop and enhance memory and mathematics learning in blind children.
... Two measurement tests were used to evaluate the impact of Theo and Seth on learning and practice of mathematical concepts such as addition, subtraction, and cardinality. Precalculus test (Milicic & Smith, 1977) and mathematics knowledge test of Benton & Luria, adapted for children with special needs by Chadwick & Fuentes (1980) Cognitive prerequisites: notion of before/after and quantity. Description: learners turn the roulette and indicate antecessor and successor of the number pointed by the arrow. ...
Diverse views have highlighted the use of audio to foster learning and cognition in blind children. The idea is to use computer sound and voice to explore audio senses as vehicles for knowing and thinking. Most studies have explored the impact of audio on general domain cognitive processes. A few studies have explored specific domains such as mathematics. This study presents the design, development, and usability evaluation of an audio-based virtual environment to enhance learning of mathematics knowledge in blind children. After interacting with the software we found that blind children were highly motivated and enjoyed the experience. We also observed that they solved problems and learned basic mathematics knowledge such as addition, subtraction, and cardinality. Our preliminary results indicate that audio-based virtual environments can help to ameliorate the complexity of blind children learning mathematics.
... Two measurement tests were used to evaluate the impact of AudioMath on learning and practice of mathematical concepts such as positional value, sequences, additive decomposition, multiplication, and division. We apply the immediate audio memory test [3] and the evaluation of mathematics knowledge test [2]. The immediate audio memory test has the purpose to measure logic, numeric, and associative memory from audio stimuli. ...
A number of studies have proposed interactive applications for blind people. One line of research is the use of interactive interfaces based on sound to enhance cognition in blind children. Even though these studies have emphasized learning and cognition, there is still a shortage of applications to assist the development and use of memory in these children. This study presents the design, development, and usability of AudioMemory, a virtual environment based on audio to develop and use short-term memory. AudioMemory was developed by and for blind children. They participated in the design and usability tested the software during and after development. We also introduce AudioMath, an instance of AudioMemory to assist mathematics learning in children with visual disabilities. Our results evidenced that sound can be a powerful interface to develop and enhance memory and mathematics learning in blind children.
During the last decade, a pioneering work on sound-based virtual environments for developing cognition and learning in blind users has been developed. This article describes this innovative work in detail, namely qualitative and quantitative research about learning and cognition using 3D sound interactive virtual environments and cognitive tasks with blind users. Research demonstrates the benefit of a sound-based virtual environment and specific cognitive tasks for the learning and cognition in blind children. Spatial sound can help to improve and rehearse memory, haptic perception, tempo-spatial cognitive structures, mobility and orientation, mathematics and science learning, and problem solving. A relevant and critical result of this research has been the transfer of virtual learning to real life learning situations. All of this has lead us to confirm the hypothesis that sound-based virtual environments can be used to construct meaning and develop the intellect of blind users.
environments can be used to construct meaning and develop the intellect of blind users.
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