Analysis of Implicit Didactics in Math Schoolbooks for Interactive Non-visual User Interface Develpment

Prajaks Jitngernmadan; Andrea Petz; Bernhard Stöger; Klaus Miesenberger

Analysis of Implicit Didactics in Math Schoolbooks for Interactive Non-visual User Interface Develpment

Prajaks Jitngernmadan, Andrea Petz, Bernhard Stöger, Klaus Miesenberger

Institute Integrated Studies

Research output: Chapter in Book/Report/Conference proceeding › Conference proceedings › peer-review

Abstract

Most math schoolbooks consist of practical and theoretical parts where the theoretical parts guide the students and explain the strategies on how to solve a given problem. These theoretical parts contain visual didactic information where the problem solving processes are explained using pictorial and spatial representations. So far, there is no workaround for non-visual user interfaces such as refreshable braille displays to represent this implicit visual information. This affects learning ability of visually impaired and blind students. In this paper, we present the results from analyzing these implicit notations and the possible strategies to help visually impaired and blind students benefiting from visual didactic information in math schoolbooks.

Original language	English
Title of host publication	Computer Helping People with Special Needs
Pages	19
Number of pages	8
Volume	9758
Publication status	Published - Jul 2016

Publication series

Name	Lecture Notes in Computer Science (LNCS)

Fields of science

102 Computer Sciences
102013 Human-computer interaction
102014 Information design
102015 Information systems
102021 Pervasive computing
102022 Software development
102024 Usability research
102026 Virtual reality
102027 Web engineering
502007 E-commerce
506002 E-government
509002 Disability studies
602013 Sign language research
202004 Brain-computer interface
211902 Assistive technologies
503008 E-learning
302027 Hearing, voice and language disorders

JKU Focus areas

Computation in Informatics and Mathematics
Social Systems, Markets and Welfare States
Engineering and Natural Sciences (in general)

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Cite this

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title = "Analysis of Implicit Didactics in Math Schoolbooks for Interactive Non-visual User Interface Develpment",

abstract = "Most math schoolbooks consist of practical and theoretical parts where the theoretical parts guide the students and explain the strategies on how to solve a given problem. These theoretical parts contain visual didactic information where the problem solving processes are explained using pictorial and spatial representations. So far, there is no workaround for non-visual user interfaces such as refreshable braille displays to represent this implicit visual information. This affects learning ability of visually impaired and blind students. In this paper, we present the results from analyzing these implicit notations and the possible strategies to help visually impaired and blind students benefiting from visual didactic information in math schoolbooks.",

author = "Prajaks Jitngernmadan and Andrea Petz and Bernhard St{\"o}ger and Klaus Miesenberger",

year = "2016",

month = jul,

language = "English",

isbn = "978-3-319-41263-4",

volume = "9758",

series = "Lecture Notes in Computer Science (LNCS)",

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booktitle = "Computer Helping People with Special Needs",

}

Analysis of Implicit Didactics in Math Schoolbooks for Interactive Non-visual User Interface Develpment. / Jitngernmadan, Prajaks; Petz, Andrea ; Stöger, Bernhard et al.
Computer Helping People with Special Needs. Vol. 9758 2016. p. 19 (Lecture Notes in Computer Science (LNCS)).

Research output: Chapter in Book/Report/Conference proceeding › Conference proceedings › peer-review

TY - GEN

T1 - Analysis of Implicit Didactics in Math Schoolbooks for Interactive Non-visual User Interface Develpment

AU - Jitngernmadan, Prajaks

AU - Petz, Andrea

AU - Stöger, Bernhard

AU - Miesenberger, Klaus

PY - 2016/7

Y1 - 2016/7

N2 - Most math schoolbooks consist of practical and theoretical parts where the theoretical parts guide the students and explain the strategies on how to solve a given problem. These theoretical parts contain visual didactic information where the problem solving processes are explained using pictorial and spatial representations. So far, there is no workaround for non-visual user interfaces such as refreshable braille displays to represent this implicit visual information. This affects learning ability of visually impaired and blind students. In this paper, we present the results from analyzing these implicit notations and the possible strategies to help visually impaired and blind students benefiting from visual didactic information in math schoolbooks.

AB - Most math schoolbooks consist of practical and theoretical parts where the theoretical parts guide the students and explain the strategies on how to solve a given problem. These theoretical parts contain visual didactic information where the problem solving processes are explained using pictorial and spatial representations. So far, there is no workaround for non-visual user interfaces such as refreshable braille displays to represent this implicit visual information. This affects learning ability of visually impaired and blind students. In this paper, we present the results from analyzing these implicit notations and the possible strategies to help visually impaired and blind students benefiting from visual didactic information in math schoolbooks.

M3 - Conference proceedings

SN - 978-3-319-41263-4

VL - 9758

T3 - Lecture Notes in Computer Science (LNCS)

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BT - Computer Helping People with Special Needs

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