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