Accessible interactive learning of missing-digit arithmetic problems for students with visual disabilities
Abstract Despite the advancements in digital learning, students with visual disabilities face significant challenges in mathematics, particularly in solving arithmetic problems like missing digit identification in addition and subtraction. The insufficient availability of accessible tools with real-...
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| Format: | Article |
| Language: | English |
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Nature Portfolio
2025-05-01
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| Series: | Scientific Reports |
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| Online Access: | https://doi.org/10.1038/s41598-025-01473-6 |
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| author | Amjad Ali Shah Khusro Shabbab Ali Algamdi |
| author_facet | Amjad Ali Shah Khusro Shabbab Ali Algamdi |
| author_sort | Amjad Ali |
| collection | DOAJ |
| description | Abstract Despite the advancements in digital learning, students with visual disabilities face significant challenges in mathematics, particularly in solving arithmetic problems like missing digit identification in addition and subtraction. The insufficient availability of accessible tools with real-time feedback mechanisms, error correction features, and interactive learning methods leads to these challenges. This study proposes a novel solution to address these challenges by developing an algorithm designed to assist students with visual disabilities solve missing digit arithmetic problems. The algorithm systematically identifies missing digits and provides step-by-step audio instructions, ensuring adherence to mathematical principles and pedagogical standards. Real-time validation and adaptive computations for carry and borrow operations enhance learning. Implemented in Python, the solution was empirically tested with 40 participants, including students and instructors, with visual disabilities. The results from both qualitative and quantitative analyses indicate substantial improvements in learning outcomes, suggesting that this solution can effectively support inclusive mathematics education and be adapted to other assistive learning contexts. |
| format | Article |
| id | doaj-art-adaaa0859c0a4e41974ddb602800a935 |
| institution | Kabale University |
| issn | 2045-2322 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | Nature Portfolio |
| record_format | Article |
| series | Scientific Reports |
| spelling | doaj-art-adaaa0859c0a4e41974ddb602800a9352025-08-20T03:48:15ZengNature PortfolioScientific Reports2045-23222025-05-0115111310.1038/s41598-025-01473-6Accessible interactive learning of missing-digit arithmetic problems for students with visual disabilitiesAmjad Ali0Shah Khusro1Shabbab Ali Algamdi2Department of Computer Science, University of PeshawarDepartment of Computer Science, University of PeshawarDepartment of Software Engineering, College of Computer Science and Engineering, Prince Sattam Bin Abdulaziz UniversityAbstract Despite the advancements in digital learning, students with visual disabilities face significant challenges in mathematics, particularly in solving arithmetic problems like missing digit identification in addition and subtraction. The insufficient availability of accessible tools with real-time feedback mechanisms, error correction features, and interactive learning methods leads to these challenges. This study proposes a novel solution to address these challenges by developing an algorithm designed to assist students with visual disabilities solve missing digit arithmetic problems. The algorithm systematically identifies missing digits and provides step-by-step audio instructions, ensuring adherence to mathematical principles and pedagogical standards. Real-time validation and adaptive computations for carry and borrow operations enhance learning. Implemented in Python, the solution was empirically tested with 40 participants, including students and instructors, with visual disabilities. The results from both qualitative and quantitative analyses indicate substantial improvements in learning outcomes, suggesting that this solution can effectively support inclusive mathematics education and be adapted to other assistive learning contexts.https://doi.org/10.1038/s41598-025-01473-6Accessible mathematics educationAdoptive learning toolEducational technologyMissing-digit arithmetic problemsStudents with visual disabilities |
| spellingShingle | Amjad Ali Shah Khusro Shabbab Ali Algamdi Accessible interactive learning of missing-digit arithmetic problems for students with visual disabilities Scientific Reports Accessible mathematics education Adoptive learning tool Educational technology Missing-digit arithmetic problems Students with visual disabilities |
| title | Accessible interactive learning of missing-digit arithmetic problems for students with visual disabilities |
| title_full | Accessible interactive learning of missing-digit arithmetic problems for students with visual disabilities |
| title_fullStr | Accessible interactive learning of missing-digit arithmetic problems for students with visual disabilities |
| title_full_unstemmed | Accessible interactive learning of missing-digit arithmetic problems for students with visual disabilities |
| title_short | Accessible interactive learning of missing-digit arithmetic problems for students with visual disabilities |
| title_sort | accessible interactive learning of missing digit arithmetic problems for students with visual disabilities |
| topic | Accessible mathematics education Adoptive learning tool Educational technology Missing-digit arithmetic problems Students with visual disabilities |
| url | https://doi.org/10.1038/s41598-025-01473-6 |
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