Leveraging robotics to enhance accessibility and engagement in mathematics education for vision-impaired students

There is potential to use robotics in education to revolutionize teaching and learning in mathematics. This is particularly relevant for vision-impaired students, who face different challenges when accessing mathematical content. Educational robotics can potentially enhance accessibility, motivation, and engagement in mathematics for students through enjoyable and novel interactions. Students commonly experience positive interactions with educational robots during learning activities, which influences their learning motivation. Recent studies show that students with disabilities face issues related to classroom participation, lack of collaborative learning, reduced social engagement, and potential for isolation. Digital-based learning technologies have transformed how vision-impaired students engage with and learn mathematics. Leveraging robotics in mathematics teaching and learning through personalised guidelines offers considerable benefits for vision-impaired students, including enhanced engagement, multimodal learning opportunities, and improved collaboration and communication skills, which enhances the opportunities for inclusive classroom experiences. This paper outlines the role of educational robotics in inclusive education. It examines the challenges and benefits of using educational robotics in mathematics for vision-impaired students. The importance of human-robot interaction (HRI) in steering the design and functionality of educational robots and their potential use within the classroom to facilitate learning is also highlighted

Personalised presentation of mathematics for visually impaired or dyslexic students: challenges and benefits

Artificial Intelligence in Education (AIEd) has the potential to transform learning by providing personalised and adaptive environments and enabling more effective assessment and feedback (Luckin et al., 2016). Implementing AIEd has different challenges involving accommodating different learning styles, understanding how learners interact with tools, creating accessible technology for students with learning or sensory disabilities, and managing cognitive load and stress. The potential benefits of using AIEd for the personalised presentation supports inclusive learning environments, including improved understanding, accessibility to learning (Costas-Jauregui et al., 2021), reduced stress (Hsu et al., 2021), and cognitive load (Turan & Goktas, 2016), to improve mathematical understanding and student confidence. Neto et al. (2021) argue that the opportunity to utilise robots to enhance inclusive classroom experiences lies in their ability to utilise their physical attributes, multimodal feedback systems, customised social behaviours, and sensory functions. The potential benefits promote the development of inclusive and intelligent educational frameworks. In this paper, the authors examine the potential of using AIEd combined with robotics to provide a personalised learning framework for students with learning disabilities (e.g., dyslexia) and sensory disabilities (e.g., vision impairment/blindness). The paper will assess the challenges and benefits of the AIEd framework combined with robotics for inclusive mathematics education

Technology-enhanced inclusive mathematics learning: promoting equity and lifelong learning opportunities for vision-impaired students

The paper investigates the dynamic relationship between technology and inclusive mathematics education for students with vision impairments. The paper examines the transformative potential of technology integration in fostering an inclusive educational environment while acknowledging the challenges that need to be addressed. The authors highlight the imperative of teacher training, data privacy, and ethical considerations in effectively integrating technology into educational practices. The evolving role of educators in facilitating meaningful and inclusive learning experiences is emphasized. A collaborative effort involving governments, educational institutions, technology developers, and the community is indispensable in pursuing inclusive education; by collectively addressing challenges, embracing technological advancements, and adhering to ethical principles, a transformative educational landscape can be cultivated

Interactive multimodal learning: towards using pedagogical agents for inclusive education

A pedagogical agent is an animated interface in an interactive online learning environment. Its role involves guiding users through instructions and participating in direct discussions. Numerous research studies underline the advantages of pedagogical agents in delivering instruction, tailoring learning experiences, and promoting inclusivity. The authors utilize machine learning techniques to develop an interactive multimodal application (combining visuals and audio) designed as a pedagogical agent. This application is intended to assist in teaching primary school students (aged 6 to 8) the recognition of colors and letters. Additionally, it incorporates voice interaction to assess their learning progress. The overarching objective of this pedagogical agent is to seamlessly integrate artificial intelligence (AI) into educational settings, thereby amplifying student engagement and motivation during the learning process. This paper will explore the journey of creating a machine learning- based application and its potential utility in supporting educators. Furthermore, the authors will investigate potential augmentations that could render the application more adept at aiding students with dyslexia. The paper will emphasize the significance of human- computer interaction (HCI), as it significantly shapes pedagogical agents' design and operational aspects