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Math-Puzzle:Math-Puzzle:
Equation Tutor for Sighted and Equation Tutor for Sighted and
Visually-Impaired ChildrenVisually-Impaired ChildrenJarno Jokinen
Department of Computer Sciences
University of Tampere Finland
April, 2005
AAFG 2005
Math-Puzzle
J. A. Jokinen 2 / 15 18. 04. 2005
• communication of mathematics is usually visual
• formulas, diagrams, graphs etc.
• it is very difficult for blind and partially sighted people /
students to do mathematics and is one of the biggest
obstacles for them in school and at the university
introduction
Math-Puzzle
J. A. Jokinen 3 / 15 18. 04. 2005
most of the work reported in developing techniques that deal with
mathematics can be presented through next categories:
• tactile as in Braille and other raised representations
• audio aids that read equations with tools to help in reading process
• tonal representing equations and graphs (sonification / audification)
• haptic or forced feedback devices represent shapes and curves
• integrated /multimodal approaches
Introduction into the games
Math-Puzzle
J. A. Jokinen 4 / 15 18. 04. 2005
http://www.boowakwala.com/kids/math-game-kids.html
http://www.learn4good.com/games/kids/double_digits.htm
Math-Puzzle
J. A. Jokinen 5 / 15 18. 04. 2005
http://www.gamealbum.com/keyword/math/
Math-Puzzle
J. A. Jokinen 6 / 15 18. 04. 2005
project impetus
• created a game instead of making tests with an existing game
• mathematical game for blind children
• after different ideas, Math-Puzzle was chosen
• training in logics, memory and equations’ manipulation strategy
the problems in question
• is it possible to solve equations using only short speech cues?
• what are the limitations?
• what is the easy way for blind interaction to edit the equations in
static or dynamical puzzle? (memory capacity or external memory aid
see next slide)
• how long does it take to solve a puzzle?
• what are the parameters of the gameplay progress and player
performance?
• how much does it make difference when player has visual feedback
or all the tasks (including navigation within the game-field) are
presented through sounds?
• how and in which order the equations could be solved? (strategies)
Math-Puzzle
J. A. Jokinen 7 / 15 18. 04. 2005
Math-Puzzle
J. A. Jokinen 8 / 15 18. 04. 2005
different matrix approaches
• static puzzle on the left
• dynamic puzzle on the right
game concept
• 5x5 matrix with one equation in each row
• equations are predefined and randomly picked for the matrix
• the goal of the game is to change the places of the equation members
so that all of the equations are true
• the figures (only in the same column) can be swapped by clicking one
number and then the other one
• operators cannot be swapped as well
other controls are:
• alt+R -> new game (reset)
• alt+M -> minimize / maximize browser window
• alt+S -> show / hide figures and operators
• the puzzle completion time and the number of moves are calculated
• the game is currently implemented only in www with limitations
Math-Puzzle
J. A. Jokinen 9 / 15 18. 04. 2005
testing procedure
• 5 technically aware adults (age ranged from 26 to 34)
• 10 games per player with all three playing modes:
1st visual, 2nd blind (hidden labels with sound cues), 3rd blindfolded
• laptop pc with external mouse and headphones
Math-Puzzle
J. A. Jokinen 10 / 15 18. 04. 2005
problems
• sound feedback is not supported with
mozilla browsers
• completing the fourth equation
usually completes also the fifth
• if not, the answers are crossing each
other in a way that makes it very
difficult to solve the puzzle
• the program sometimes gives 1 or
more correct equations at the start
which may also result in an error on
the browser
Math-Puzzle
J. A. Jokinen 11 / 15 18. 04. 2005
results and discussions
• the game (blind mode) is hard for adults that can see
• what about kids that can’t? They have better spatial understanding
• some matrixes can be a lot faster solved than others – repetitions
needed for a good estimate of skills
• if you wan’t to hear the sound cues you need to be patient
• sound is heard when the mouse is moved over the square, so if you
want to hear it again you must move the mouse away and over again
• completing the fourth equation is crucial as explained on next slide
Math-Puzzle
J. A. Jokinen 12 / 15 18. 04. 2005
about the fourth equation
Math-Puzzle
J. A. Jokinen 13 / 15 18. 04. 2005
OK
OK
OK
OK
conclusions
• game requires a lot of memorizing, but there are strategies that help
• completing equations in some order
• using mathematical rules (division and multiplication)
• when playing the game blindfolded, the increase in speed was bigger
than when playing the visual version
Math-Puzzle
J. A. Jokinen 14 / 15 18. 04. 2005
Math-Puzzle
J. A. Jokinen 15 / 15 18. 04. 2005
References
http://www.boowakwala.com/kids/math-game-kids.html http://www.learn4good.com/games/kids/double_digits.htm http://www.gamealbum.com/keyword/math/Children’s math project http://www.udel.edu/educ/cmp2/http://www.educational-software-directory.net/math/ Lambda-project: Linear Access to Mathematic for Braille Device and Audio-synthesis http://www.lambdaproject.org/Karshmer, A.I., Gupta, G., Gillan, D. Architecting an Auditory Browser for Navigating Mathematical Expressions, ICCHP 2002, LNCS 2398, p. 477
http://link.springer.de/link/service/series/0558/papers/2398/23980477.pdfGaura, P. REMathEx - Reader and Editor of the Mathematical Expressions for Blind Students, 2002, LNCS 2398, p. 486, http://link.springer-ny.com/link/service/series/0558/papers/2398/23980486.pdfFitzpatrick D. Speaking Technical Documents: Using Prosody to Convey Textual and Mathematical Material, ICCHP 2002, LNCS 2398, p. 494, http://link.springer.de/link/service/series/0558/papers/2398/23980494.pdf
http://www.computing.dcu.ie/~dfitzpat/publications.htmlMath project, http://www.cs.york.ac.uk/maths/index.htmlProsody in Mathtalk http://www.cs.york.ac.uk/maths/robert/prosody.htmlMathematical Access for Technology and Science, http://www.papenmeier.de/reha/research/mathe.htmEdwards, A. D. N., Stevens, R. D. and Pitt, I. J. Représentation non visuelle des mathématiques, (translated by A. Assimacopoulos) in A. B. Safran and A. Assimacopoulos (editors) Le Déficit Visuel, Éditions Masson, pp. 169–178 (1995), http://www.cs.york.ac.uk/ftpdir/pub/alistair/publications/ps/geneva.psKarshmer, A.I., Gupta, G., Geiger, S., and Weaver, C.: Reading and Writing Mathematics: The MAVIS Project, BIT (Behaviour & Information Technology), January 1999