Welcome to the UPF Digital Repository

Auditory and haptic feedback to train basic mathematical skills of children with visual impairments

Show simple item record

dc.contributor.author Marichal Baráibar, Sebastián
dc.contributor.author Rosales, Andrea
dc.contributor.author González Perilli, Fernando
dc.contributor.author Pires, Ana Cristina
dc.contributor.author Blat, Josep
dc.date.accessioned 2024-02-06T13:54:12Z
dc.date.available 2024-02-06T13:54:12Z
dc.date.issued 2023
dc.identifier.citation Marichal S, Rosales A, González Perilli F, Pires AC, Blat J. Auditory and haptic feedback to train basic mathematical skills of children with visual impairments. Behav Inf Technol. 2023;42(8):1081-109. DOI: 10.1080/0144929X.2022.2060860
dc.identifier.issn 0144-929X
dc.identifier.uri http://hdl.handle.net/10230/58970
dc.description.abstract Physical manipulatives, such as rods or tiles, are widely used for mathematics learning, as they support embodied cognition, enable the execution of epistemic actions, and foster conceptual metaphors. Counting them, children explore, rearrange, and reinterpret the environment through the haptic channel. Vision generally complements physical actions, which makes using traditional manipulatives limited for children with visual impairments (VIs). Digitally augmenting manipulatives with feedback through alternative modalities might improve them. We specifically discuss conveying number representations to children with VIs using haptic and auditory channels within an environment encouraging exploration and supporting active touch counting strategies while promoting reflection. This paper presents LETSMath, a tangible system for training basic mathematical skills of children with VIs, developed through Design-Based Research with three iterations in which we involved 19 children with VIs and their educators. We discuss how the system may support training skills in the composition of numbers and the impact that the different system features have on slowing down the interaction pace to trigger reflection, on understanding, and on incorporation.
dc.description.sponsorship This project was funded by Agència de Gestió d'Ajuts Universitaris i de Recerca (2018 LLAV 00009); Agencia Nacional de Investigación e Innovación (ANII) and Fundación Ceibal through (FSED_2_2016_1_131112), and by Centro Interdisciplinario en Cognición para la Enseñanza y el Aprendizaje (CICEA), Universidad de la República (Uruguay); Ministry of Science, Innovation, and Universities [IJCI-2017-32162]; and Fundação para a Ciência e a Tecnologia (FCT), Portugal, I.P., through project mIDR (AAC02/SAICT/-2017, project 30347, cofunded by COMPETE/FEDER/FNR), and the LASIGE Research Unit, ref. UIDB/00408/2020 and ref.
dc.format.mimetype application/pdf
dc.language.iso eng
dc.publisher Taylor & Francis
dc.relation.ispartof Behav Inf Technol. 2023;42(8):1081-109
dc.rights © This is an Accepted Manuscript of an article published by Taylor & Francis in Behaviour & Information Technology on 01 May 2022, available online: http://www.tandfonline.com/10.1080/0144929X.2022.2060860
dc.title Auditory and haptic feedback to train basic mathematical skills of children with visual impairments
dc.type info:eu-repo/semantics/article
dc.identifier.doi http://dx.doi.org/10.1080/0144929X.2022.2060860
dc.subject.keyword Tangible user interface
dc.subject.keyword Visually impaired
dc.subject.keyword Cognitive training
dc.subject.keyword Technology-enhanced learning
dc.subject.keyword Embodied interaction
dc.relation.projectID info:eu-repo/grantAgreement/ES/2PE/IJCI-2017-32162
dc.rights.accessRights info:eu-repo/semantics/openAccess
dc.type.version info:eu-repo/semantics/acceptedVersion


This item appears in the following Collection(s)

Show simple item record

Search DSpace

Advanced Search


My Account


In collaboration with Compliant to Partaking